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Impact of an inductive conjecturing ...

Bell, M. Dora.

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Impact of an inductive conjecturing approach in a dynamic geometry-enhanced environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Impact of an inductive conjecturing approach in a dynamic geometry-enhanced environment./
作者:	Bell, M. Dora.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 1998,
面頁冊數:	154 p.
附註:	Source: Dissertations Abstracts International, Volume: 60-04, Section: A.
Contained By:	Dissertations Abstracts International60-04A.
標題:	Mathematics education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9832785
ISBN:	9780591858280

Impact of an inductive conjecturing approach in a dynamic geometry-enhanced environment.
Bell, M. Dora.

Impact of an inductive conjecturing approach in a dynamic geometry-enhanced environment. - Ann Arbor : ProQuest Dissertations & Theses, 1998 - 154 p.

Source: Dissertations Abstracts International, Volume: 60-04, Section: A.

Thesis (Ph.D.)--Georgia State University, 1998.

This item must not be sold to any third party vendors.

Statement of the problem. Traditionally, teachers have taught secondary geometry in an abstract manner, incorporating deductive thinking, and requiring the use of very little previous content knowledge. The focus of this study was an investigation of a dynamic geometry enhanced environment that promoted an inquiry-based approach to conjecturing. This study examined the effects of this environment relating to students' van Hiele levels, scores on tests measuring achievement, basic geometry knowledge, students' ability to conjecture, and students' dispositions towards mathematics and technology. Methods. Research questions in this study compared high school geometry students in an inquiry-based setting with students taking the same course in a more traditional setting. Quantitative methods were used for the analysis of data relating van Hiele levels, basic geometry knowledge, tests measuring achievement, and changes in dispositions towards mathematics and technology. Qualitative methods were employed to determine if students' conjecturing improved, to assist in the description of any quantitative differences, and to provide information on student dispositions towards mathematics and technology. Results. There were significant differences between the groups in regard to measures of students' van Hiele levels, basic geometry knowledge, and dispositions towards mathematics and technology. No differences were found between the groups with regard to scores on tests measuring achievement. Significant relationships were found to exist between students' van Hiele levels and scores measuring achievement and course grades. The qualitative analysis did not suggest improvement in students' ability to write conjectures. Conclusions. The results of this study supports the use of an inductive approach to conjecturing utilizing dynamic geometry software to improve van Hiele levels, basic geometry knowledge, and student dispositions towards mathematics and technology. This study also supplied evidence that students' levels of geometric thinking, as described by the van Hiele model, were related to achievement; therefore, scores on the Van Hiele Geometry Test may be used as predictors of a student's achievement in a high school geometry course. There was not enough evidence to support the idea that students' conjecturing abilities improved as a result of the inductive approach.

ISBN: 9780591858280Subjects--Topical Terms:

641129
Mathematics education.

Impact of an inductive conjecturing approach in a dynamic geometry-enhanced environment.
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