Pre-constructed dynamic geometry materials in the classroom – how do they facilitate the learning of ‘Similar Triangles’?

ABSTRACT

The use of dynamic geometry software (DGS) is becoming increasingly familiar among teachers, but letting students conduct inquiries using computers is still not a welcome idea. In addition to logistics and discipline concerns, many teachers believe that mathematics at the lower secondary level can be learned efficiently through practice alone. Thus, the application of DGS remains limited to demonstration and explanation. This article discusses how a set of pre-constructed dynamic geometry (DG) materials was designed to teach the ‘similar triangles’ concept. The reactions and behaviour of students with relatively low levels of mathematic achievement are also analysed. Finally, the potential value of pre-constructed DG materials, with lab sheets and teacher intervention, in inquiry activities for junior-level students is discussed.

KEYWORDS:

• Dynamic geometry
• instructional design
• GeoGebra
• mathematics education

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

1. For example, S11(G) refers to student number 11, who had a good achievement level.

Additional information

Funding

The Hong Kong Institue of Education [Internal Research Grant].