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. Copyright © 2016 Informa UK Limited, trading as Taylor & Francis Group.
|Journal||International Journal of Mathematical Education in Science and Technology|
|Early online date||Dec 2016|
|Publication status||Published - 2017|
CitationPoon, K. K., & Wong, K. L. (2017). Pre-constructed dynamic geometry materials in the classroom: How do they facilitate the learning of ‘Similar Triangles’? International Journal of Mathematical Education in Science and Technology, 48(5), 735-755. doi: 10.1080/0020739X.2016.1264636
- Dynamic geometry
- Instructional design
- Mathematics education