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An investigation of the effects of the geometric supposer software on geometric proof writing at the grade 10 level

University of British Columbia

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 pre van Hiele geometry test results indicate that more than 50% of students entering the grade 10 geometry course are at a 0 or 1 level. This level is too low to begin the study of geometric proof writing. The post van Hiele geometry test results indicate that, after a semester of geometry, students do move up in the van Hiele levels, with or without the use of computer programs like the Geometric Supposer. The results from the attitude test indicate that there was no difference between the two groups of students. Both classes value the study of mathematics in general, and geometry in particular. In summary, the computer, with appropriate software and teacher commitment, can contribute to reducing the difficulty generally experienced by students in mastering the writing of geometric proofs.

Text

2010-09-17

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http://hdl.handle.net/2429/28566

Mathematics Education

University of British Columbia

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