A design-based study of a cognitive tool for teaching and learning the perimeter of closed shapes

With the consideration of cognitive inflexibility of learners in computing perimeter of closed shapes, a theory-driven design of a cognitive tool (CT) called the ‘Interactive Perimeter Learning Tool (IPLT)’ for supporting the teaching and learning of the mathematics target topic was developed in this study. An empirical study in the form of pre-test – post-test reflected that learners of varying mathematical abilities had statistically significant gains in using the IPLT for learning support. The IPLT could effectively address the inflexibility commonly exhibited by learners in learning this topic such as the formation of the abstract association of an irregular closed shape with a regular closed shape. The assertion of teachers on the effectiveness of the IPLT and the enthusiasm of students for using the IPLT for learning reflect that the CT had a pedagogical value in fostering learner-centred learning. Based on the feedback of this study, the IPLT will be refined under the design-based research approach. Copyright © 2008 Nova Science Publishers.