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  1. Brittany Webre
  2. http://www.math.txstate.edu/people/grad-students/webre.html
  3. Doctoral Research/Instructional Assistant
  4. Presenter’s NSFRESOURCECENTERS
  5. Texas State University
  1. Zhonghong Jiang
  2. Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. Shawnda Smith
  2. Presenter’s NSFRESOURCECENTERS
  3. Texas State University
  1. M. Alejandra Sorto
  2. Associate Professor
  3. Presenter’s NSFRESOURCECENTERS
  4. Texas State University
  1. Alexander White
  2. http://www.math.txstate.edu/people/faculty/white.html
  3. Associate Professor
  4. Presenter’s NSFRESOURCECENTERS
  5. Texas State University
Public
Choice

Dynamic Geometry in Classrooms

NSF Awards: 0918744

2015 (see original presentation & discussion)

Grades 9-12

This is a research project funded by the National Science Foundation to Texas State University. The project involved conducting repeated randomized control trials of an approach to high school geometry that utilizes Dynamic Geometry (DG) software and supporting instructional materials to supplement ordinary instructional practices. The study compared effects of the intervention with standard instruction that did not make use of computer drawing tools. The basic hypothesis of the study was that the use of DG software to engage students in constructing mathematical ideas through experimentation, observation, data recording, conjecturing, conjecture testing, and proof results in better geometry learning for most students. The study tested that hypothesis by assessing student learning in 64 classrooms randomly assigned to treatment and control groups. Student learning was assessed by a geometry standardized test, a conjecturing-proving test, and a measure of student beliefs about the nature of geometry and mathematics in general. Teachers in both treatment and control groups received relevant professional development, and were provided with supplemental resource materials for teaching geometry. Fidelity of implementation for the experimental treatment was monitored carefully. Data obtained for answering the research questions of the study were analyzed by appropriate HLM models and qualitative methods. Results have provided strong evidence about the effectiveness of the DG approach in high school teaching; evidence that can inform school decisions about innovation in that core high school mathematics course.

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