Abstract
This research provides the instructional exploration of analytic geometry pattern based on van Hiele thinking pattern, and the potential of GeoGebra effect on experimental group along with its nested group (high and low achievers) in comparison with control group in analytic geometry. To investigate the significant effect of GeoGebra, the two match groups were constructed on their previous grade-11 mathematics records with almost equal statistical background and with the same compatibility in the biological age. Further, six-week experiments of 22 lessons were prepared and two teaching methods (tradition vs DGS aided instructions) were tested. Three hypotheses were carried out i.e. Treatment does not significantly affect, the two groups in mathematical achievement mean scores and, the higher and low achievers of the two groups in mathematical achievement mean scores. To measure the treatment effect, t-test was used by SPSS. Analyses of the research revealed that experimental group performed well, while; GeoGebra was influential in favor of low achievers in comparison to control low achievers.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 14, Issue 4, April 2018, 1453-1463
https://doi.org/10.29333/ejmste/83681
Publication date: 21 Jan 2018
Article Views: 5743
Article Downloads: 4132
Open Access References How to cite this article