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Technology for Mathematics Education (Geometry (Tools: Dynamic Geometry …

- - - - topic: Polygons
        
        .
        
        purpose: to investigate the effects of using a dynamic geometry environment (DGE) together with inquiry-based explorations on the sixth grade students’ achievements in polygons and congruency and similarity of polygons
        
        results
        
        DGE together with open-ended explorations significantly improved students’ performances in polygons and congruency and similarity of polygons
        
        greater interest and motivation
        toward learning geometry compared to traditional way
        
        more engaged by using DGE
        
        about DGE
        
        support direct manipulation of geometric objects
        
        Christou, Jones, Mousoulides, & Pittalis, 2006;
        Developing the 3DMath dynamic geometry software: theoretical perspectives on design
        
        Laborde et al., 2006; Teaching and learning geometry with technology
        
        require basic knowledge of
        geometric constructions for most common geometric figures
        
        support higher order thinking skills like generalization
        
        Knuth & Hartman, 2005; Vincent, 2005; Zheng, 2002
        
        difficulties of learning polygons
        
        make the transition from
        drawing to construction
        
        because requires knowledge of geometric properties and relations to construct
    - - topic: Triangle
        
        .
        
        purpose: examined the effects of using Dynamic Geometry Software (DGS) CABRI to manipulate geometric properties of triangles or observing those manipulations made by an instructor on learning geometric properties with DGS-CABRI
        
        results
        
        learning conditions involving manipulations of geometric properties of triangles would result in lower cognitive load and higher performance on a retention and transfer test than the conventional condition
        
        about DGE
        
        for developing deductive reasoning in geometry, e.g. classifying quadrilaterals and looking for relationship between regular shapes
        
        Jones, K. (2000). Providing a foundation for deductive reasoning: Students' interpretations when using dynamic geometry software and their evolving mathematical explanations. Educational Studies in Mathematics, 44, 55e85.
        
        to explore geometry objects
      - referrence
        
        touch-based educational technology,
        which included the use of tablets in learning (Agostinho, Ginns, Tindall-Ford, Mavilidi, & Paas, 2016) can support learning
        outcomes
        
        Agostinho, S., Ginns, P., Tindall-Ford, S., Mavilidi, M. F., & Paas, F. (2016). 'Touch the screen': Linking touch-based educational technology with learning - a synthesis of current research. In L. Lin, & R. Atkinson (Eds.), Educational technologies: Challenges, applications and learning outcomes (pp. 33e57). New York: Nova Science Publishers.
        
        digital geometry software for learning defining features of shapes, namely parallel lines, congruent adjacent sides, and right angles, offered the students a deeper understanding of
        the conceptual representations of the features
        
        Vitale, J. M., Swart, M. I., & Black, J. B. (2014). Integrating intuitive and novel grounded concepts in a dynamic geometry learning environment. Computers &
        Education, 72, 231e248.
- - - - purpose:
        
        xamined the impact of tablet-based cross-curricular maths activities on the acquisition of higher-order learning outcomes over seven months in twelve third grade classrooms in Slovenia.
      - Results:
        
        tablet supported group had better outcomes, especially for conceptual knowledge, procedural knowledge, and problem-solving
        
        tablets provide interactive manipulative supporting transition between representations on the concrete, visual and abstract level
      - refference
        
        With regard to the social domain of learning, the portability of tablets allows students to move around in a classroom, communicating in groups
        
        Alvarez, C., Brown, C., & Nussbaum, M. (2011). Comparative study of netbooks and tablet PCs for fostering face-to-face collaborative learning. Computers in
        Human Behavior, 27(2), 834e844
        
        the technology cannot be separated from curriculum and instructional design in teaching and learning process
        
        Cheung and Slavin's (2013)
      - about tablets
        
        tablets are absorbed more rapidly on the
        students' social practices and authentic activities
        
        Merchant, 2012)
        
        provide multiple representations, connecting data from
        different disciplines, and with usability outside classrooms
        
        Coffland & Xie, 2015).