期刊名称：Eurasia Journal of Mathematics, Science & Technology Education
印刷版ISSN：1305-8223
电子版ISSN：1305-8223
出版年度：2018
卷号：14
期号：4
页码：1453-1463
DOI：10.29333/ejmste/83681
出版社：Pamukkale Univ Dept Sci Education
摘要：This research provides the instructional exploration of analytic geometry pattern based
on van Hiele thinking pattern, and the potential of GeoGebra effect on experimental
group along with its nested group (high and low achievers) in comparison with control
group in analytic geometry. To investigate the significant effect of GeoGebra, the two
match groups were constructed on their previous grade-11 mathematics records with
almost equal statistical background and with the same compatibility in the biological
age. Further, six-week experiments of 22 lessons were prepared and two teaching
methods (tradition vs DGS aided instructions) were tested. Three hypotheses were
carried out i.e. Treatment does not significantly affect, the two groups in mathematical
achievement mean scores and, the higher and low achievers of the two groups in
mathematical achievement mean scores. To measure the treatment effect, t-test was
used by SPSS. Analyses of the research revealed that experimental group performed
well, while; GeoGebra was influential in favor of low achievers in comparison to control
low achievers.
关键词：mathematical achievement; GeoGebra; diverse achievers
