期刊名称：Australasian Journal of Educational Technology
印刷版ISSN：1449-3098
电子版ISSN：1449-5554
出版年度：2012
卷号：28
期号：2
DOI：10.14742/ajet.878
语种：English
出版社：Australasian Society for Computers in Learning in Tertiary Education
摘要：This study examines the effect of dynamic geometry software (DGS) on students' learning of transformation geometry. A pre- and post-test quasi-experimental design was used. Participants in the study were 68 eighth grade students (36 in the experimental group and 32 in the control group). While the experimental group students were studying the transformation geometry in a (DGE), the same instruction was carried out with dotted and isometric worksheets with the control group students. A 15 multiple choice Transformation Geometry Achievement Test and a 15 open ended item Learning Levels of Transformation Geometry Test were used as pre and post-test. The result of covariance analysis showed that the experimental group outperformed the control group not only in academic achievement but also in levels of learning of transformation geometry.
