Abstract
The study focuses on the integration of dynamic mathematics software (DMS) and cooperative learning into the teaching and learning process of inversely proportional functions. The aim of the study is to investigate the effects of integrating DMS with cooperative learning on students’ mathematics achievement using quasi-experimental research design. Students in treatment group learnt inverse proportional functions in cooperative learning groups with DMS while those in control group had typical approach of instruction. Participants are all ninth-grade students in a Macau private school. They were given an achievement test at three stages, namely as pre-test, post-test and delayed post-test. Analysis of students’ results showed that the pedagogy of cooperative learning with DMS does have significant influence on students’ mathematics achievement.
Highlights
As an abstract subject, mathematics education has a long history of using technology to facilitate students’ acquisition of mathematical concepts and knowledge [1]
The results showed that students in the treatment group had better performance on a mathematics achievement test than the control group; as well, the students liked the new learning model using Dynamic mathematics software (DMS)
The results show that there was no significant difference between the two groups in terms of inversely proportional function
Summary
Mathematics education has a long history of using technology to facilitate students’ acquisition of mathematical concepts and knowledge [1]. Graphic calculator has been used for more than 30 years [2]. Technology usually refers to new devices such as hardware and software [3]. Tablets and personal computers with appropriate applications were used to help children’s comprehension of numbers [4] and problem solving [5]. Interactive whiteboards and its associated software are installed in the classroom to support the wholeclass mathematics lessons [5]. Strategic use of technology is recommended to strength the mathematics instruction altogether [6]
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