440
Views
0
CrossRef citations to date
0
Altmetric
Articles

An example of the use of dynamic mathematics software to create problem-solving environments that serve multiple purposes

ORCID Icon &
Pages 654-663 | Received 23 Jun 2017, Accepted 24 Sep 2017, Published online: 12 Oct 2017

References

  • Arcavi, A., & Hadas, N. (2000). Computer mediated learning: An example of an approach. International Journal for Computers for Mathematics Learning, 5, 25–45. doi: 10.1023/A:1009841817245
  • Baki, A. (2008). Kuramdan uygulamaya matematik eğitimi (Genişletilmiş 4. Basım). Ankara: Harf Eğitim Yayıncılığı.
  • Barrera-Mora, F., & Reyes-Rodriguez, A. (2013). Cognitive processes developed by students when solving mathematical problems within technological environments. The Mathematics Enthusiast, 10(1), 109–136.
  • Bell, A. R. (2011). The nature of self-regulation, scaffolding, and feedback in a computer-based developmental mathematics classroom (Unpublished masters thesis). University of Maryland, College Park, MD.
  • Bülbül, B. Ö. (2016). The evaluation of the learning environment designed for improving the geometric habits of mind of mathematic pre-service teachers (Unpublished doctoral dissertation). Karadeniz Technical University, Trabzon.
  • Charters, C. R. (2013). A comparison of completion times in traditional versus computer-based developmental math programs (Unpublished doctoral dissertation). Capella University, Minneapolis.
  • Çekmez, E. (2016). Using Menelaus’ theorem and dynamic mathematics software to convey the meanings of indeterminate forms to students. Educational Research and Reviews, 11(6), 277–287. doi: 10.5897/ERR2015.2647
  • Fey, J. T., Hollenbeck, R. M., & Wray, J. A. (2010). Technology and the mathematics curriculum. In B. J. Reys, R. E. Reys, & R. Rubenstein (Eds.), Mathematics curriculum: Issues, trends, and future directions (pp. 41–49). Reston, VA: National Council of Teachers of Mathematics.
  • Green, S.A. (2009). The effectiveness of ilearn math, as a computer-based suppşementary math program in improving the math performance of special needs students (Unpublished doctoral dissertation). Capella University, Minneapolis, MN.
  • Güven, B., & Karatas, I. (2005). Dinamik geometri yazilimi cabri ile olusturmaci ögrenme ortami tasarimi: Bir model [constructivist learning environment design with cabri dynamic geometry software: A model]. Ilkögretim-Online, 4(1), 62–72.
  • Kim, M. C., & Hannafin, M. J. (2011). Scaffolding 6th graders’ problem solving in technology-enhanced science classrooms: A qualitative case study. Instructional Science, 39(3), 255–282. doi: 10.1007/s11251-010-9127-4
  • Kutluca, T. (2010). Examining teacher candidates’ attitudes and self-efficacy perceptions towards the computer assisted education. Hacettepe University Journal of Education, 38, 177–188.
  • MEB. (2013). Ortaokul matematik dersi (5,6,7 ve 8. Siniflar) ögretim programi [middle school mathematics course (5th, 6th, 7th and 8th grades) teaching program]. Ankara: Devlet Kitaplari.
  • Mevarech, Z. R. (1985). The effects of cooperative mastery learning strategies on mathematics achievement. The Journal of Educational Research, 78(6), 372–377. doi: 10.1080/00220671.1985.10885633
  • National Council of Teachers of Mathematics. (2005). Technology-supported mathematics learning environments. Reston, VA: Author.
  • National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. Reston, VA: Author.
  • Olive, J., Makar, K., & (with Hoyos, V., Kor, L. K., Kosheleva, O., & Sträßer, R.). (2010). Mathematical knowledge and practices resulting from access to digital technologies. In C. Hoyles, & J.-B. Lagrange (Eds.), Mathematics education and technology – rethinking the terrain. The 17th ICMI study (pp. 133–177). New York: Springer.
  • Özkök, E. (2010). The effect of the teaching software which is prepared with Gagne’s teaching model on the students’ academic success rate in mathematics subject on square rooted numbers topic and students’ attitudes at the eighth grade in primary school (Unpublished master’s thesis). Gazi University, Ankara.
  • Pilli, O. (2008). The effects of computer-assisted instruction on the achievement, attitudes and retention of fourth grade mathematics course (Unpublished doctoral dissertation). Middle East Technical University, Ankara.
  • Santos, M., Aguero, E., Borbon, A., & Paez, C. (2003, July). Students’ Use of technology in mathematical problem solving: Transforming technological artifacts into mathematical tools. Paper presented at the 27th international group For The psychology of mathematics education conference, Honolulu, HI.
  • Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense-making in mathematics. In D. Grouws (Ed.), Handbook for research on mathematics teaching and learning (pp. 334–370). New York: MacMillan.
  • Schubring, G. (2011). Conceptions for relating the evolution of mathematical concepts to mathematics learning—epistemology, history, and semiotics interacting. Educational Studies in Mathematics, 77(1), 79–104. doi: 10.1007/s10649-011-9301-x
  • Tabach, M., & Nachlieli, T. (2015). Classroom engagement towards using definitions for developing mathematical objects: The case of function. Educational Studies in Mathematics, 90(2), 163–187. doi: 10.1007/s10649-015-9624-0
  • Tchoshanov, M. A. (2011). Relationship between teacher knowledge of concepts and connections, teaching practice, and student achievement in middle grades mathematics. Educational Studies in Mathematics, 76, 141–164. doi: 10.1007/s10649-010-9269-y
  • Traynor, P. L. (2003). Effects of computer-assisted-instruction on different learners. Journal of Instructional Psychology, 30(2), 137–143.
  • Uzun, P. (2014). The effect of instruction with geogebra on 7th grade students’ academic achievement and attitudes toward geometry (Unpublished master’s thesis). Kastamonu University, Kastamonu.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.