Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers?

dc.contributor.authorStols, Gerrit Hendrikus
dc.contributor.emailgerrit.stols@up.ac.zaen_US
dc.date.accessioned2013-01-28T06:16:30Z
dc.date.available2013-01-28T06:16:30Z
dc.date.issued2012
dc.description.abstractThis study investigated the geometric cognitive growth of pre-service mathematics teachers in terms of the Van Hiele levels in a technology-enriched environment, as opposed to that of students in a learning environment without any technological enhancements. In order to investigate this, a quasi-experimental non-equivalent comparison group design was used. Similar course content was used for both the control and experimental groups. The students worked through a series of geometry activities and problems. The difference between the groups was that dynamic geometry software was integrated into the teaching of the experimental group. The Cognitive Development and Achievement in Secondary School Geometry (CDASSG) Van Hiele geometry test was used to determine all the students’ level of geometric thinking before and after the course. The study found that the use of dynamic geometry software enhanced student teachers’ geometric visualisation, analysis and deduction, but not their ability to informally justify their reasoning and to understand the formal aspects of deduction.en_US
dc.description.sponsorshipThe Research and Development grant from the University of Pretoriaen_US
dc.description.urihttp://www.ascilite.org.au/ajet/ajet28/stols.htmlen_US
dc.identifier.citationStols, G. (2012). Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers? Australasian Journal of Educational Technology, 28(7), 1233-1247.en_US
dc.identifier.issn1449-3098
dc.identifier.urihttp://hdl.handle.net/2263/20890
dc.language.isoenen_US
dc.publisherAustralasian Society for Computers in Learning in Tertiary Educationen_US
dc.rightsAustralasian Society for Computers in Learning in Tertiary Educationen_US
dc.subjectTechnologyen_US
dc.subjectGeometric cognitive growthen_US
dc.subjectPre-service mathematics teachersen_US
dc.subject.lcshMathematics -- Study and teaching -- Technological innovationsen
dc.subject.lcshTeachers -- Training ofen
dc.titleDoes the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers?en_US
dc.typeArticleen_US

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