東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Impact of an inductive conjecturing ...

Bell, M. Dora.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Impact of an inductive conjecturing approach in a dynamic geometry-enhanced environment./
Author:	Bell, M. Dora.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1998,
Description:	154 p.
Notes:	Source: Dissertations Abstracts International, Volume: 60-04, Section: A.
Contained By:	Dissertations Abstracts International60-04A.
Subject:	Mathematics education. -
Online resource:	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.
LDR:03523nmm a2200325 4500 001 2206407
005 20190829083309.5
008 201008s1998 ||||||||||||||||| ||eng d
020 $a 9780591858280
035 $a (MiAaPQ)AAI9832785
035 $a AAI9832785
040 $a MiAaPQ $c MiAaPQ
100 1 $a Bell, M. Dora. $3 3433307
245 1 0 $a Impact of an inductive conjecturing approach in a dynamic geometry-enhanced environment.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1998
300 $a 154 p.
500 $a Source: Dissertations Abstracts International, Volume: 60-04, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Johnston, Hiram D.
502 $a Thesis (Ph.D.)--Georgia State University, 1998.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a 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.
590 $a School code: 0079.
650 4 $a Mathematics education. $3 641129
650 4 $a Educational software. $3 3422449
690 $a 0280
690 $a 0710
710 2 $a Georgia State University. $3 1018518
773 0 $t Dissertations Abstracts International $g 60-04A.
790 $a 0079
791 $a Ph.D.
792 $a 1998
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9832785