Abstract
In this study, we administrated dynamic geometry activities which provide students opportunities to explore and estimate geometric figures to connect measurement estimation with geometry. The aim of the study is to investigate effects of using dynamic geometry activities on eighth graders’ achievement levels and estimation performances in triangles. The study was designed a quantitative research design. A pretest – posttest experimental study was employed to investigate using dynamic geometry activities on eighth grade students’ achievement level and estimation performance in triangles. Participants were 63 eighth graders. The participants’ ages vary between 13 and 14 years. Since the school is a public school, it contains students at nearly every socio-economic level. Experimental group consists of 32 students and comparison group consists of 31 students. Dynamic geometry supported instruction and traditional instruction methods were used in experimental and comparison groups, respectively. The results revealed that teaching triangles with instruction supported by dynamic geometry activities increased eighth graders’ performance in triangles. In addition, the instruction supported by dynamic geometry activities had significant effects on eighth graders’ estimation performances in triangles. Using dynamic geometry activities provides students experiences about conceptual bases of the relations in triangles. Therefore, students who take a dynamic geometry instruction make better estimations than those who did not take.
Highlights
Geometry and measurement are important components of school mathematics
The results revealed that teaching triangles with instruction supported by dynamic geometry activities increased eighth graders’ performance in triangles
A multivariate analysis of variance (MANOVA) was conducted to analyze whether significant differences exist between students with and without support of dynamic geometry activities in instruction, since we have two dependent variables and one independent variable
Summary
Geometry and measurement are important components of school mathematics. They develop students’ mathematical reasoning abilities, spatial intuition about real world, and knowledge for higher level mathematics. Learning how to estimate measurement is important It is an essential skill in daily life. Siegler and Booth (2004) stated some situations in which estimation is a crucial These are making a decision about how much time will it take to get home, how heavy is an object, and how far is the distance between here and there. As it can be understood clearly, life would be difficult without the ability to estimate reasonably accurate (Siegler & Booth, 2004)
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