![Sample our Education journals, sign in here to start your access, latest two full volumes FREE to you for 14 days]({"type":"image" , "src" : "/sda/5932/TOC-Subject-Sample-2021-Education.jpg"})
Abstract
The efficiency and modes of usage of computerized tools (DGE and some other types of tools) were studied in relation to: students’ abilities; the routineness of a problem; and the type of course (all three parameters defined in the paper). It was found that there was no significant difference in modes of computer usage for routine problems; a significant difference appeared only in the group where the students had been taught to use these tools ‘in real time’, i.e. when it was found appropriate by the lecturer during a geometry lesson. Besides that it was found that the percentage of high-level students who improved their results with non-routine problems due to use of the computer is significantly higher than that of lower-level students.
Notes
1In what follows, we shall refer to them as to those participating in the secondary school programme.
2Actually, they participated in the programme to gain their first academic degree and their license to teach math at the secondary school.
3The students were expected to solve this problem without the use of the median intersection theorem, since it was given in the introductory course in analytic geometry, which is taught simultaneously with the basic course in plane geometry. The median intersection theorem is usually taught later than the exercise above is reached.