Browsing by Subject "GeoGebra"
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Item Open Access The development of an inquiry-based teaching unit for Turkish high school mathematics teachers on integral calculus: the case of definite integral(Bilkent University, 2017-09) Özdemir, ÇiğdemThe 2013 official national curriculum published by the Turkish Ministry of Education formally required high school mathematics teachers to actively incorporate computer software in their teaching. The primary purpose of this study was to demonstrate the development of an inquiry-based teaching unit especially geared for high school mathematics students and teachers for the general concept of integral calculus. The main theme chosen as a case for this proposed inquiry unit was on definite integral and volumes of solids of revolution of real life daily objects. As a result, the primary purpose was to provide the process of developing a practical example of using pedagogically driven dynamic mathematics software (GeoGebra), a 3D digital model coupled with hands-on real life examples, all embedded in a constructivist learning environment. Also, within this study, the perceived effectiveness of the developed teaching unit by in-service high school mathematics teachers based on their experiences was reported.Item Open Access The development process of contextual based instructional geogebra worksheets for Turkish high school mathematics teachers(Bilkent University, 2014) Akkoca, HamideThe purpose of this study was to develop contextual based geogebra worksheets to help Turkish high school mathematics teachers learn how to use GeoGebra appropriately and efficiently in teaching and learning of geometry. The Ministry of National Education [Milli Eğitim Bakanlığı] (MEB) has recently published a new mathematics curriculum to be taught in all high schools in Turkey from September 2013. The new curriculum contains geometry lesson objectives which require mathematics teachers to prepare a lesson combined with GeoGebra. However, Turkish high school mathematics teachers are not provided with any lessons or provided with limited lessons concerning GeoGebra by Council of Higher Education [Yükseköğretim Kurulu] (YÖK). Within this context, the results of the study are of great importance that Turkish high school mathematics teachers do not have only necessary skills to use GeoGebra but also how to use GeoGebra to achieve geometry lesson objectives written in the new curriculum. The participants of the study consisted of 7 first year pre service mathematics teachers who were enrolled in Graduate School of Education at Bilkent University in 2013. In this study to collect data, a survey with 7 different parts which have 63 questions in total on a 5 level Likert and also through verbal was utilized and written feedbacks which were provided by first year pre service mathematics teachers were collected. Simple descriptive statistics was conducted to analyze the data collected thorough a survey and written and verbal feedbacks were categorized. The results and findings of the study indicated that intrinsic motivation and general computer literacy knowledge level are two important factors that affect the learning of GeoGebra. Intrinsically motivated learners and high level users on general computer literacy knowledge learn faster and more meaningfully. Another important conclusion formed from this study is that learning will happen more effectively when contextual based worksheets are created by difficulty levels than the contextual based worksheets are developed considering holistic approach of GeoGebra.Item Open Access The development of an ICT-integrated guideline for high school 3D geometry lessons based on the perceptions of pre-service teachers and their instructors(Bilkent University, 2024-07) Uymaz, Alisa SümeyyeInformation and Communications Technology (ICT) involves a collection of technologies used for information processing, communication, and distribution. In education, the use of ICT technologies has several benefits. Especially, in mathematics, ICT tools improve problem-solving abilities, increase student engagement, and help to visualize abstract concepts. The primary aim of this study was to explore how pre-service mathematics teachers’ perceptions in regard to effectiveness and challenges of using ICT tools in 3D Geometry lessons vary across different universities. The secondary purpose of the study was to investigate how sufficient are the Instructional Technology and Material Development courses at different universities in preparing pre-service mathematics teachers to integrate ICT tools effectively in 3D Geometry lessons. Lastly, the study aimed to identify how instructors at different universities perceive and integrate ICT tools, and what are the perceived benefits, challenges, and effective strategies for developing pre-service teachers’ competency in using these tools.Item Open Access The ımpact of teaching mathematics with geogebra on the conceptual understanding of limits and contınuıty: The case of Turkish gifted and talented students(Bilkent University, 2015) Aydos, MustafaThere is strong evidence in mathematics education literature that students benefit extensively from the use of technology that allows for multiple representations of mathematical concepts. The benefits include developing an advanced level of mathematical thinking and conceptual understanding. The purpose of this study was to investigate the impact of teaching limits and continuity topics in GeoGebrasupported environment on students’ conceptual understanding and attitudes toward learning mathematics through technology. The sample consisted of 34 students studying in a unique high school for gifted and talented students in Turkey. This study followed a pre-test post-test controlled group design. Conceptual understanding of the topics of limits and continuity was measured through openended questions while attitudes toward learning mathematics through technology was measured using a Likert-type survey. The intervention was teaching with GeoGebra in contrast to using traditional instruction in the control group. Data were analyzed with an independent samples t-test on gain scores for control and experimental groups. In the conceptual understanding test, the gain scores of the experimental group was found to be 1.33 standard deviations higher than that of the control group on the average. This finding was evaluated noteworthy in terms of previously-conducted research on the impact of GeoGebra. Furthermore, the study found that student attitudes toward learning mathematics through technology improved, as well. The researcher concluded that Geogebra may be an effective tool for teaching calculus to gifted and talented students .