“The Effect of Dynamic Geometry Software Geometer’s Sketchpad on Students’ Achievement in Topic Circle among Form Two Students.” Malaysian Online Journal of Educational Technology 8 (2): 58–68. Math Links: Teaching the NCTM 2000 Standards through Children’s Literature. “The Role of Dynamic Geometry Software in the Process of Learning: Geogebra Example about Triangles.” Journal of Human Sciences 8 (1): 1441–1458.Įvans, C. “Assessment Guidelines Mathematics NQF Level 4.” Accessed April 5, 2022. ĭHET (Department of Higher Education and Training). ![]() “National Curriculum Statement Grades R–12.” Accessed April 1, 2022. ![]() “Digital Texts and Textual Data: A Pedagogical Anthology.” Accessed April 5, 2022. “The Effect of Utilizing the Three-Dimensional Dynamic Geometry Software in Geometry Teaching on 12th Grade Students, Their Academic Success, and Their Attitudes towards Geometry.” Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi (41): 1–16.Ĭoats, L., and E. “Using Technology in Mathematics: Professional Development for Teachers.” Paper presented at the Mathematics Education Research Group of Australasia (MERGA) 41 Conference, Auckland, July 1–5. “The Effects of GeoGebra on Students’ Achievement.” Procedia-Social and Behavioral Sciences 172: 208–214. Waynesville: Association for the Advancement of Computing in Education.Īrbain, N., and N. “Pre-service Teachers’ Competencies for Technology Integration: Insights from a Mathematics-Specific Instructional Technology Course.” In Society for Information Technology and Teacher Education International Conference, 1094–1099. Zingiswa Jojo, University of South AfricaĪgyei, D., and J. Therefore, the researchers recommend the use of the GSP within the TVET college sector, among students with limited circle geometry knowledge who intend to further their studies in geometry-related courses. Further, the questionnaire participants revealed that using the GSP enabled an engagement based on the principles of cooperative and collaborative learning. The findings indicated a significant increase in the experimental group’s understanding of properties of tangents using the GSP. The data was then analysed using inferential statistics in which the SPSS version 27 determined the statistically significant difference between the experimental and control groups. Pre-test and post-test instruments consisting of 10 multiple choice questions and 10 problem-solving questions on tangents, chords and proofs were used to gather the data. This article hinges on Lev Vygotsky’s concept of the zone of proximal development (ZPD) for learning as a potential solution in enhancing circle geometry instructional practices. The participants were randomly divided into an experimental and a control group. Using quantitative research methods, random sampling was used to select a sample of 70 participants from a population of 133 TVET college Level 4 mathematics students. This article reports on a study that used a quasi-experimental design to investigate the effectiveness of using the Geometer’s Sketchpad (GSP) to enhance Technical Vocational Education and Training (TVET) college Level 4 students’ understanding of circle geometry. ![]() The integration of technology in the instructional process has been at the centre of attention in mathematics classrooms since the outbreak of the novel coronavirus (Covid-19) which was declared a global pandemic on 11 March 2020. Circle geometry, geometer’s sketchpad, teaching, learning, effectiveness, Technical Vocational Education and Training Abstract
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