An investigation of the effects of the geometric supposer software on geometric proof writing at the grade 10 level
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Worster, Josephine Regina
issued: 2010-09-17T19:09:20Z
issued: 1989
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: The purpose of this study was to determine if the use of a computer program called the Geometric Supposer would result in improved proof writing by grade 10 geometry students. The researcher studied 44 students enrolled in a grade 10 geometry course. The students were divided into two classes; one class used the Geometric Supposer computer program while the other class did not. Both classes were taught at the same time every day and both classes covered the same content. The researcher kept in close contact with the teacher of the noncomputer group regarding the content, the assignments, and the overall progress of the students. Both classes were given two tests (an introductory geometry test and the van Hiele geometry test) at the beginning of the course. At the end of the course (one semester in length) three tests were given to both classes—the same van Hiele geometry test (measures geometric thought levels), a proof test, and an attitude test. Weekly interviews were conducted with each of five students from the computer group. Two students from the noncomputer group were each interviewed twice near the end of the course. These students were chosen based on their van Hiele levels. The interviews provided the researcher with a better understanding of how some students approach and write geometric proofs. The data gathered from the introductory geometry test, the proof test, and the attitude test were each analyzed using the independent t-test. The median test was applied to the pre van Hiele geometry test results and to the post van Hiele test results. The sign test was used to analyze the pre and post van Hiele data. A chi square test of association was also applied to the van Hiele levels and tests. A .05 level of significance was used in each of these tests. The results indicate that the group of students using the computer program, Geometric Supposer, performed significantly better on the proof test than the group of students who did not use the computers. The…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/28566
note: AN INVESTIGATION OF THE EFFECTS OF THE GEOMETRIC SUPPOSER SOFTWARE ON GEOMETRIC PROOF WRITING AT THE GRADE 10 LEVEL By JOSEPHINE REGINA WORSTER B.A., The University of British Columbia, 1960 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE STUDIES (Department of Mathematics and Science Education) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH COLUMBIA July, 1989 ©Josephine Regina Worster, 1989 In presenting this thesis in partial fulfilment of the requirements for an advanced degree at the University of British Columbia, I agree that the Library shall make it freely available for reference and study. I further agree that permission for extensive copying of this thesis for scholarly purposes may be granted by the head of my department or by his or her representatives. It is understood that copying or publication of this thesis for financial gain shall not be allowed without my written permission. Department of Mat.hpmatirs anrf SPIPTIPP Education The University of British Columbia Vancouver, Canada DE-6 (2/88) ABSTRACT The purpose of this study was to determine i f the use of a computer program called the Geometric Supposer would result in improved proof writing by grade 10 geometry students. The researcher studied 44 students enrolled in a grade 10 geometry course. The students were divided into two classes; one class used the Geometric Supposer computer program while the other class did not. Both classes were taught at the same time every day and both classes covered the same content. The researcher kept in close contact with the teacher of the noncomputer group regarding the content, the assignments, and the overall progress of the students. Both classes were given two tests (an introductory geometry test and the van Hiele geometry test) at the beginning of the course. At the end of the course (one semester in length) three tests were given to both clas…
has type: Thesis/Dissertation
is shown at: 10.14288/1.0302150
language: eng
degree discipline: Mathematics Education
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/28566