Learning Geometry Dynamically: Teacher Structure or Facilitation?
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| Title: | Learning Geometry Dynamically: Teacher Structure or Facilitation? |
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| Language: | English |
| Authors: | MacGregor, S. Kim, Thomas, W. Randall |
| Availability: | For full text: http://confreg.uoregon.edu/necc2002/. |
| Peer Reviewed: | N |
| Page Count: | 14 |
| Publication Date: | 2002 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Computer Assisted Instruction, Geometry, Instructional Design, Instructional Effectiveness, Learner Controlled Instruction, Learning Activities, Mathematics Activities, Mathematics Education, Problem Solving, Scaffolding (Teaching Technique), Secondary Education, Teacher Role, Teaching Methods, Teaching Models |
| Geographic Terms: | U.S.; Louisiana |
| Abstract: | This study examined the effects of level of instructional scaffolding on students' use of Geometer's Sketchpad and other software tools in a technology-integrated geometry curriculum. In order to revitalize education at the secondary level and in particular in the mathematics curriculum, educational reformers have advocated the incorporation of appropriate technologies to support learner-centered environments. The goal was to determine the relative effectiveness of a teacher-directed approach compared to a student-directed approach of utilizing Sketchpad to complete a project-based learning task. In general, and in the short term, the instructional model where the teacher provided structure and directed the problem solving activities of the students resulted in learner outcomes characterized by greater understanding of the concepts and less frustration with the process of using Sketchpad. However, many students in the self-directed group expressed a sense of self-confidence and pleasure with their accomplishments. (Contains 15 references and 2 figures.) (Author) |
| Notes: | In: NECC 2002: National Educational Computing Conference Proceedings (23rd, San Antonio, Texas, June 17-19, 2002); see IR 021 916. |
| Journal Code: | RIEDEC2003 |
| Entry Date: | 2003 |
| Accession Number: | ED475938 |
| Database: | ERIC |
| Abstract: | This study examined the effects of level of instructional scaffolding on students' use of Geometer's Sketchpad and other software tools in a technology-integrated geometry curriculum. In order to revitalize education at the secondary level and in particular in the mathematics curriculum, educational reformers have advocated the incorporation of appropriate technologies to support learner-centered environments. The goal was to determine the relative effectiveness of a teacher-directed approach compared to a student-directed approach of utilizing Sketchpad to complete a project-based learning task. In general, and in the short term, the instructional model where the teacher provided structure and directed the problem solving activities of the students resulted in learner outcomes characterized by greater understanding of the concepts and less frustration with the process of using Sketchpad. However, many students in the self-directed group expressed a sense of self-confidence and pleasure with their accomplishments. (Contains 15 references and 2 figures.) (Author) |
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