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1
Dindyal, Jaguthsing Presmeg Norma C. "Algebraic thinking in geometry at high school level." Normal, Ill. Illinois State University, 2003. http://wwwlib.umi.com/cr/ilstu/fullcit?p3087865.
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Thesis (Ph. D.)--Illinois State University, 2003.Title from title page screen, viewed November 15, 2005. Dissertation Committee: Norma C. Presmeg (chair), Nerida F. Ellerton, Beverly S. Rich, Sharon S. McCrone. Includes bibliographical references (leaves 208-219) and abstract. Also available in print.
2
Cheng, Wing-kin. "A comparative study of form 4 students' problem solving strategies with or without using geometer's sketchpad." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963365.
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Cannon, Megan N. "Prevalence of Typical Images in High School Geometry Textbooks." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6809.
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Visualization in mathematics can be discussed in many ways; it is a broad term that references physical visualization objects as well as the process in which we picture images and manipulate them in our minds. Research suggests that visualization can be a powerful tool in mathematics for intuitive understanding, providing and/or supporting proof and reasoning, and assisting in comprehension. The literature also reveals some difficulties related to the use of visualization, particularly how illustrations can mislead students if they are not comfortable seeing concepts represented in varied ways. However, despite the extensive research on the benefits and challenges of visualization there is little research into what types of figures students are exposed to through their textbooks.
This study examines 14 high school geometry textbooks in total, comprised of eight physical textbooks from the top three major textbook publishers in the United States and six FlexBooks created by a non-profit organization developing free and customizable textbooks online. In each textbook the printed images from four topics were classified: Parallel Lines and Transversals, Classifying Triangles, Parallelograms, and Trapezoids. The ‘typical’ images in each of the four topics were defined and the percentages of images that were typical for each textbook in both the lesson and exercise portions were calculated. Results indicate that lesson portions of sections generally contain more typical images than exercise portions and that the total percentage of typical images in an average section varies from 51.9% typical images in the Parallel Lines and Transversals section to 75.2% typical images in the Trapezoid section. Based on these results we list possible avenues for further research in this area.
4
Yuceakin, Doguhan, and Paul Georgescu. "How teachers integrate digital technology in geometry in high school." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34804.
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Skolverket (2013) skriver att läroplanen för gymnasieskolan ska överföra värden, förmedla kunskaper och förbereda eleverna att arbeta och medverka i samhället. Då tekniken ständigt utvecklas, förändras samhället och skolan följer även med i förändringen. Vidare skriver Skolverket (2013) att eleverna också ska kunna orientera sig och agera i en komplex verklighet med stort informationsflöde, ökad digitalisering och snabb förändringstakt. Arbetet har inspirerats av våra egna personliga erfarenheter från både vår skolgång och verksamhets förlagda utbildning. Syftet är att undersöka hur lärare integrerar digitala verktyg inom området geometri med avsikt att inspirera studenter eller redan verksamma lärare. Det teoretiska ramverket som används i studien kommer från forskarparet Dina och Pierre van Hieles nivåer om elevers geometriförståelse. Forskarparet van Hiele är i nuläget ledande inom forskning gällande elevers förståelse för geometri, den är uppdelade i fem nivåer där högre nivåer innebär djupare förståelse. För att elever ska stiga från en så kallad van Hiele-nivå till en högre krävs det att eleven tillsammans med läraren genomgår fem av van Hieles inlärningsfaser. I studien har semistrukturerade intervjuer förts med frågor av öppen art. I dataanalysen användes tematisering som redskap, det är för att lyfta datan till en högre analytisk nivå samtidigt som den sammanfattas på ett effektivt sätt. Resultatet visar att samtliga lärare använder digitala verktyg som medel främst för visualisering, de är alla positivt inställda gentemot digitala verktyg som medel och uppnår även höga van Hiele-nivåer samt inläsningsfaser i undervisningen med digitala verktyg. Det som saknas för att uppfylla alla van Hiele-nivåer och inlärningsfaser är ämnesdiskussioner med elever på ett individuellt plan.
5
Strassfeld, Brenda Carol. "An investigation about high school mathematics teachers' beliefs about teaching geometry." Thesis, University of Plymouth, 2008. http://hdl.handle.net/10026.1/1701.
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There continues to exist a dilemma about how, why and when geometry should be taught. The aim of this study was to examine high school mathematics teachers' beliefs about geometry and its teaching with respect to its role in the curriculum, the uses of manipulatives and dynamic geometry software in the classroom, and the role of proofs. In this study belief is taken as subjective knowledge (Furinghetti and Pehkonen, 2002). Data were collected from 520 teachers using questionnaires that included both statements that required responses on a Likert scale and open-ended questions. Also an intervention case study was conducted with one teacher. A three factor solution emerged from the analysis that revealed a disposition towards activities, a disposition towards an appreciation of geometry and its applications and a disposition towards abstraction. These results enabled classification of teachers into one of eight groups depending on whether their scores were positive or negative on the three factors. Knowing the teacher typology allows for appropriate professional development activities to be undertaken. This was done in the case study where techniques for scaffolding proofs were used as an intervention for a teacher who had a positive disposition towards activities and appreciation of geometry and its applications but a negative disposition towards abstraction. The intervention enabled the teacher successfully to teach her students how to understand and construct proofs. The open-ended responses on the questionnaire were analysed to obtain a better understanding of the teachers' beliefs. Four themes, the formal, intuitive, utilitarian and the mathematical, emerged from the analysis, which support the modal arguments given by Gonzalez and Herbst (2006). The findings reveal a disconnect between some high school teachers' beliefs about why geometry is important to study and the current position of the Standards Movement; and between whether geometry should be taught as part of an integrated curriculum or as a one-year course.
6
Nirode, Wayne. "An Analysis of How and Why High School Geometry Teachers Implement Dynamic Geometry Software Tasks for Student Engagement." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1345566376.
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LaCroix, Tiffany Jo. "Resolving Apparent Inconsistencies in the Belief Systems of High School Geometry Teachers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/105039.
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This qualitative research seeks to identify and understand the beliefs of 10 high school
geometry teachers that help resolve apparent inconsistencies between their espoused and
enacted beliefs. Data was collected using an initial interview, classroom observations,
and a follow-up interview to gather evidence of teacher beliefs based on what they say,
do, and intend respectively. Open coding, analytical coding, cluster identification, coding
memos, and analytical memos were used to analyze the data and write summaries of the
teachers' explanatory beliefs with beliefs as the unit of analysis. It was identified that
teachers consistently and inconsistently enact their espoused beliefs, but there are also
instances when teachers both consistently and inconsistently enact particular espoused
beliefs. This endeavor necessitates a shared understanding of terms, and it was found
what it means to "understand" needs to be clarified with a definition and examples from
teachers. When teachers appear to not enact their espoused beliefs, explanatory beliefs
were pinpointed that resolve the conflict and found the explanatory beliefs exist in at least
seven macro clusters. These explanatory beliefs interact with espoused beliefs by
overriding, limiting, or preventing the espoused beliefs to resolve the apparent
inconsistency in teachers espoused and enacted beliefs. The explanatory beliefs with
limiting and overriding interactions were found to coexist for some teachers around a teaching practice as overriding interactions are connected to constraints on the classroom
whereas limiting interactions are not. It was also found that belief clusters are nested
within clusters of beliefs, and these clusters allow for beliefs to cluster in isolation in
different ways. This work also shows empirically that some geometry teacher beliefs are
socially constructed due to the presence of common cultural artifacts and influence from
mathematics teacher educators. This work has implications and future research directions
in the areas of using beliefs as the unit of analysis, mapping teacher's belief systems,
considering the social construction of beliefs and role of community, connecting beliefs
to specific teaching practices, and educating teachers.Doctor of Philosophy
This research seeks to understand and interpret the beliefs of 10 high school geometry teachers that resolve apparent inconsistencies between what teachers say they believe and what they do in the classroom. Data was collected using an initial interview, classroom observations, and a follow-up interview to gather evidence of teacher beliefs based on what they say, do, and intend respectively. It was identified that teachers consistently and inconsistently enact their stated beliefs, but there are also instances when teachers both consistently and inconsistently enact their stated beliefs. When teachers appear to inconsistently enact their stated beliefs, it was found that teachers have logical reasons why they do so, and these reasons relate to specific teaching practices. It was also found that teacher beliefs interact with each other in different ways. Teachers' beliefs can limit or prevent the enaction of their other beliefs. In addition, school level constraints can override the enaction of some teacher beliefs. This research shows that some beliefs are held by different teachers from vastly different schools which suggests that some geometry teacher beliefs are held socially. The findings from this research have implications for teacher education
8
Mainali, Bhesh. "Investigating the relationships between preferences, gender, and high school students' geometry performance." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6315.
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In this quantitative study, the relationships between high school students' preference for solution methods, geometry performance, task difficulty, and gender were investigated. The data was collected from 161 high school students from six different schools at a county located in central Florida in the United States. The study was conducted during the 2013–2014 school year. The participants represented a wide range in socioeconomic status, were from a range of grades (10-12), and were enrolled in different mathematics courses (Algebra 2, Geometry, Financial Algebra, and Pre-calculus). Data were collected primarily with the aid of a geometry test and a geometry questionnaire. Using a think-aloud protocol, a short interview was also conducted with some students.
For the purpose of statistical analysis, students' preferences for solution methods were quantified into numeric values, and then a visuality score was obtained for each student. Students' visuality scores ranged from -12 to +12. The visuality scores were used to assess students' preference for solution methods. A standardized test score was used to measure students' geometry performance. The data analysis indicated that the majority of students were visualizers. The statistical analysis revealed that there was not an association between preference for solution methods and students' geometry performance. The preference for solving geometry problems using either visual or nonvisual methods was not influenced by task difficulty. Students were equally likely to employ visual as well as nonvisual solution methods regardless of the task difficulty. Gender was significant in geometry performance but not in preference for solution methods. Female students' geometry performance was significantly higher than male students' geometry performance. The findings of this study suggested that instruction should be focused on incorporating both visual and nonvisual teaching strategies in mathematics lesson activities in order to develop preference for both visual and nonvisual solution methods.Ph.D.
Doctorate
Education and Human Performance
Education; Math Education Track
9
Linn, Mary McMahon. "Effects of Journal Writing on Thinking Skills of High School Geometry Students." UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/38.
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The purpose of the project was to determine the effects of journal writing on the thinking skills of high school geometry students. The research supports the idea that writing can enhance a student's metacognitive ability. The results show that the journals served effectively in various capacities. Each student became actively involved in his or her own learning process. Writing forced the students to synthesize information and they became aware of what they did and did not know. They recognized their individual learning style and strengths and began to take advantage of those strengths. The journals served as a diagnostic tool for the instructor and they opened lines of communication between teacher and student and personalized the learning environment. The results of the project suggest that this type of journal keeping would be effective in all disciplines but it is especially recommended that it be implemented throughout a mathematics department.
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Somayajulu, Ravi B. "Building Pre-Service Teacher’s Mathematical Knowledge for Teaching of High School Geometry." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1348805530.
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Pong, Kwok-wai Haggai-Rebecca. "Secondary two students' perceptions of rotation and reflection." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963493.
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Henry, Greg B. "The main challenges that a teacher-in-transition faces when teaching a high school geometry class /." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1971.pdf.
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Winer, Michael Loyd. "Students' Reasoning with Geometric Proofs that use Triangle Congruence Postulates." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500037701968622.
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Helfgott, Michel. "A Sojourn Through Geometry and Algebra." Digital Commons @ East Tennessee State University, 2013. http://amzn.com/1492798894.
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This textbook is intended for college juniors or seniors majoring in mathematics, who plan to become high school teachers. It seeks to provide a deeper perspective on secondary mathematics, showing the interplay between plane geometry and algebra. A distinctive characteristic of the book is the frequent discussion of multiple paths to the solution of a problem or the proof of a theorem. Practically none of the topics covered in the book overlap with the content of courses taken by mathematics majors, say real analysis, abstract algebra, differential equations, combinatorics, probability and statistics, number theory, etc. These courses, and several others, provide indispensable mathematical maturity but are rather distant from the core of high school mathematics. Precisely, one of our main objectives is to bridge the gap between the latter and college-level mathematics.https://dc.etsu.edu/etsu_books/1084/thumbnail.jpg
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O'Prey, Evelyn A. "Effects of CAI on the achievement and attitudes of high school geometry students." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/735.
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Ward, Ryan C. "Contribution of high school sport participation to young adult bone strength." Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/6333.
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Nearly 8 million American adolescents participate in sports. Many sports (e.g. basketball, volleyball) require powerful muscle movements. Normally, participation declines in young adulthood. The purpose of this study was to assess longitudinal effects of interscholastic high school sport participation and muscle power on young adult bone strength. 295 young adults from the Iowa Bone Development Study participated in this study. Participants were classified into sport participation groups based on an interscholastic sport participation history questionnaire. Groups included Power Sport Participant (PSP), Other Sport Participant (OSP), and Nonparticipant (NP). Current physical activity (PA) behaviors were assessed via questionnaire. Dual x-ray absorptiometry (DXA) assessed hip areal bone mineral density (aBMD) and was used with hip structure analysis (HSA) to estimate femoral neck section modulus (FN Z) and hip cross-sectional area (CSA). Peripheral quantitative computed tomography (pQCT) provided stress-strain index (SSI) and bone strength index (BSI) at 38% and 4% cross-sectional tibial sites respectively. Vertical jump estimated muscle power at age 19. Gender-specific multiple linear regression predicted young adult bone outcomes based on sport participation groups. Mediation analysis analyzed effects of muscle power on relationships between sport participation and bone outcomes. All analyses were adjusted for current PA. For both males and females, bone outcomes for PSPs were greater than bone outcomes for NPs (P < 0.025). Bone outcomes for PSPs were also greater than OSPs in females (P < 0.025). Mean differences for PSPs and NPs differed between 6.5% to 15.7%. 14.2% to 27.5% of the effect of sport participation on bone outcomes was mediated by muscle power. These results provide evidence to say that former male power sport participants and other sport participants and female power sport participants have stronger bones than peers even when adjusting for current PA. Muscle power did not fully explain differences in all bone outcomes suggesting that sport participation has additional bone health benefits.
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Snead, Cynthia. "Development of computer graphics materials for teaching topics in informal geometry to high school remedial mathematics classes /." Access Digital Full Text version, 1987. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10779334.
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Cicek, Ibrahim. "Investigation Of Secondary School Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605722/index.pdf.
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The purpose of the study was to investigate secondary school students&rsquoperformance on proof and attitude towards proof in geometry. The research was conducted on 367 10th grade students. The numbers of subjects were 94, 96, 90 and 87 from General High Schools (GHS), Anatolian High Schools (AHS), Science High Schools (SHS) and Private High Schools (PHS) respectively. The number of girls and boys were 142 and 225 respectively. To obtain the data of this study, the following measuring instruments were utilized: 1.Proof Performance in Geometry Test (PPGT)
2.Proof Attitude Scale in Geometry (PASG). They were developed by researchers. The results indicated that: 1.There were statistically significant differences among the mean scores of students enrolled in different school types with respect to performance on proof in geometry
2.There was no statistically significant difference between the mean scores of boys and girls with respect to performance on proof and attitude towards proof in geometry
3.There were no statistically significant differences among the mean scores of students enrolled in different school types with respect to attitude towards proof in geometry
4.There was statistically significant correlation between secondary school students&rsquo
performances on proof and attitude towards proof in geometry
5.While students in SHS got the highest scores from each question, students in GHS got the lowest scores
6. While most students in SHS perceived themselves as successful in geometry, most students in GHS perceived themselves unsuccessful.
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Subramanian, Lalitha. "AN INVESTIGATION OF HIGH SCHOOL GEOMETRY STUDENTS PROVING AND LOGICAL THINKING ABILITIES AND THE IMPACT OF DYNAMIC GEOMETRY SOFTWARE ON STUDENT PERFORMANCE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2545.
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The purpose of this study was to investigate (a) the role of a yearlong geometry course on high school geometry students' logical thinking and proof construction abilities, (b) the linkage between students' logical thinking and proof construction abilities, and (c) the impact of dynamic geometry software on students' performance. In addition, this study also ventured to determine if the type of geometry course had any impact on students' logical thinking and proof construction achievement. The sample for the study consisted of 1,325 high school geometry students enrolled in regular, honors, and mastery courses in four high schools from the school district affiliated with the Local Education Agency (LEA) during the academic year 2004-2005. Geometer's Sketchpadä (GSP) was assumed to represent the dynamic geometry software. Responses of students on two pre-tests and two post-tests, each with one on logical thinking and one on proof, were analyzed to address the research questions. Results of the analyses indicated no significant effect of the yearlong geometry course on the performance of students on proof tests but a fairly significant effect on the tests of logical thinking. Use of GSP was found to have some impact on honors and mastery students' performance on proof post-tests. Honors students showed a higher logical thinking level than their regular and mastery counterparts in both GSP and non-GSP groups. There was a significant positive correlation between students' performance on the tests of logical thinking and proof.Ph.D.
Department of Teaching and Learning Principles
Education
Mathematics Education
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Lolli, Melanie G. "The Views of High School Geometry Teachers regarding the Effect of Technology on Student Learning." Ohio Dominican University Honors Theses / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1336410657.
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Lima, Wecsley Fernandes. "O PrincÃpio de Cavalieri como mÃtodo de demonstraÃÃo e fundamentaÃÃo para o cÃlculo de Ãreas e volumes." Universidade Federal do CearÃ, 2015. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=14840.
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CoordenaÃÃo de AperfeÃoamento de Pessoal de NÃvel SuperiorIt has been the Principle of Cavalieri , an effective axiom for demonstration areas calculation formulas and volumes , one math course content present throughout the Basic Education Brazil and always also found in external evaluations . The goal here is to show that the Cavalieri principle is very efficient and simple in the statement formulas areas of plane figures and volumes of solids , as this axiom simplifies the calculation of areas to measure segments and volumes in areas . Exposes the importance of such content in the basic training of students so that , we need to remedy the difficulties that they have , for about 30% of the race of Mathematics issues of external evidence is about geometry. Finally , we conclude that one should recognize the importance of this study for the construction of knowledge of the student and not try a ready-made thing , because only then it is more concrete learning.
Tem-se no PrincÃpio de Cavalieri, um axioma eficiente para demonstraÃÃo de fÃrmulas de cÃlculo de Ãreas e volumes, um conteÃdo da disciplina de MatemÃtica presente em todo o Ensino BÃsico do Brasil e sempre encontrado tambÃm nas avaliaÃÃes externas. O objetivo aqui à mostrar que o PrincÃpio de Cavalieri à muito eficiente e simples na demonstraÃÃo de fÃrmulas de Ãreas de figuras planas e volumes de sÃlidos, pois este axioma simplifica o cÃlculo de Ãreas ao medir segmentos e o de volumes em Ãreas. ExpÃe-se a importÃncia destes conteÃdos na formaÃÃo bÃsica dos alunos de maneira que, precisa-se sanar as dificuldades que eles tenham, pois cerca de 30% das questÃes de MatemÃtica das provas externas à sobre geometria. Por fim, conclui-se que se deve reconhecer a importÃncia desse estudo para construÃÃo do conhecimento do aluno e nÃo tentar uma coisa jà pronta, pois sà assim ele terà um aprendizado mais concreto.
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Genz, Rebekah Loraine. "Determining High School Geometry Students' Geometric Understanding Using van Hiele Levels: Is There a Difference Between Standards-based Curriculum Students and NonStandards-based Curriculum Students?" Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1373.pdf.
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Henry, Greg Brough. "The Main Challenges that a Teacher-in-Transition Faces When Teaching a High School Geometry Class." BYU ScholarsArchive, 2007. https://scholarsarchive.byu.edu/etd/972.
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During a semester-long action research study, the author attempted to implement a standards-based approach to teaching mathematics in a high school geometry class. Having previously taught according to a more traditional manner, there were many challenges involved as he made this transition. Some of the challenges were related to Geometry and others were related to the standards-based approach in general. The main challenges that the author encountered are identified and discussed. A plan of action for possible solutions to these challenges is then described.
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Sugg, Steven, and Steven Sugg. "An Examination of the Impact of Successive and Non-Successive Geometry Classes on High School Student Achievement." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12393.
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This study examines the impact of successive versus non-successive scheduling of mathematics courses on the achievement of ninth-grade students in a suburban Oregon high school. The Oregon Assessment of Knowledge and Skills and student performance on the geometry course final exam were employed to compare the achievement of intact groups of students who had geometry scheduled for two successive trimesters and students who had geometry in two non-successive trimesters. An ANCOVA provides a comparison of students on pre-test and post-test performance. The results show no differences in student mathematics achievement as a result of scheduling differences after the covariate pre-test is examined. The implications are that schools may choose schedules for reasons other than improving student achievement and that scheduling does not impact student achievement.
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Nivens, Ryan Andrew, Tara Carver Peters, and Jesse Nivens. "Views of Isometric Geometry." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/293.
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Dias, Rodrigo Domingos. "Traçados de caldeiraria no desenvolvimento da geometria no ensino médio." Universidade Federal de São Carlos, 2014. https://repositorio.ufscar.br/handle/ufscar/5963.
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Previous issue date: 2014-07-28Financiadora de Estudos e Projetos
A course of Professional Qualification in Boiler Tracing aims to develop the capacities to calculate, chart, plan parts, prepare technical design, modeling sets and subsets. However the aim of this work is not training in Tracing the Boilers, but working some topics of boiler tracing in order to bring the student to see and better understand some basic concepts of geometry inherent to high school instruction, since in this way he will have the opportunity of a practical activity. We begin by presenting a brief history of geometry, delineating how it has being developed and crafted for thousands of years, and how the evolution of mathematics developed by great characters influenced the development and growth of societies as well as humanity as a whole, and further, how geometry is still crafted in society in general. In this work we examine how and to what extent a more technical classroom professionalizing activity can assist the needs of the curriculum of high school and even more, wondering whether the high school curriculum meets the needs of the contemporary challenges of the 21st. century society, which is increasingly characterized by intensive use of knowledge, either to work, socialize or exercise citizenship. The research methodology used was the Didactical Engineering, that guided us in the creation and use of a planned teaching sequence, in a group of students, for the teaching and learning of geometric concepts, drawn from the observation of the difficulty faced by students to understand these concepts.
Um curso de Qualificação Profissional Traçador de Caldeiraria tem por objetivo o desenvolvimento das capacidades de calcular, traçar, planificar peças, elaborar desenho técnico de modelagem de conjuntos e subconjuntos, porem o objetivo deste trabalho não é a formação em Traçagem de Caldeiraria, mas trabalhar alguns tópicos de traçagem de caldeiraria com o intuito de levar o aluno do ensino médio a enxergar e entender melhor alguns conceitos básicos de geometria do ensino médio, visto que desta forma ele terá a oportunidade de vivenciar uma atividade prática, dando assim maior significado ao seu aprendizado. Como introdução, é delineado um resumo da história da geometria, a forma com que ela vem sendo desenvolvida e trabalhada por milhares de anos, e como a evolução da matemática desenvolvida por grandes personagens influenciaram o desenvolvimento e crescimento de sociedades assim como da humanidade como um todo, e mais ainda, como a geometria ainda hoje é trabalhada na sociedade de forma geral. Neste trabalho procuramos analisar de que forma e até que ponto uma aula mais técnica e voltada para uma atividade profissionalizante pode auxiliar nas necessidades do currículo do Ensino Médio e mais ainda, se o currículo do Ensino Médio atende as necessidades dos desafios contemporâneos da sociedade do século XXI que cada vez mais é caracterizada pelo uso intensivo do conhecimento, seja para trabalhar, conviver ou exercer a cidadania. A metodologia de pesquisa utilizada foi a Engenharia Didática que nos orientou na confecção e aplicação planejada de uma sequência didática em um grupo de alunos no ensino e aprendizagem de conceitos geométricos, elaborado a partir da constatação da dificuldade que os alunos enfrentam para compreender esses conceitos.
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Davis, Cassandre. "All Students Are Not Equal: A Case Study of Geometry Teachers’ Instructional Strategies When Trained in Multiple-Intelligence-Based Practices in Secondary Classrooms." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/114.
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Over 50% of secondary students failed the geometry end-of-course test in a Florida school district, indicating a need to improve academic performance. Secondary school students’ learning characteristics and the effectiveness of teachers’ instructional strategies are imperative to educational success. In this qualitative case study, geometry teachers’ instructional strategies, as defined by the Marzano Causal Teacher Evaluation Model, were explored once teachers were informed of students’ multiple intelligences and trained in multiple-intelligence-based lessons. Participants were 2 geometry teachers and 15 secondary geometry students in a traditional public school. Using Howard Gardner’s multiple intelligences theory and the van Hiele model of learning geometry, the researcher analyzed interviews, observations, and teachers’ lesson plans to shed light on teachers’ use of multiple intelligence data and training. Significant conclusions emerged from the findings of the case study. First, teachers’ dominant intelligences shape the use of instructional strategies. Second, multiple intelligences were used to personalize instruction, create a student-centered classroom environment, and nurture student engagement among secondary geometry learners. Lastly, when instructors taught based on students’ van Hiele levels, 5 of 8 intelligences are excluded. Teachers used strategies steeped in spatial, logical, and linguistic intelligences to teach students how to draw, think, and write. Strategies for students with interpersonal, intrapersonal, musical, naturalist, and kinesthetic intelligences were excluded. Based on the conclusions of the study, educators have new information on ways to make geometry instruction more inclusive for their diverse learning population. Education stakeholders are also enlightened with what may be missing in geometry classrooms and impeding student success.
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Garcia-de, Galindo Heréndira. "An investigation of factors related to preservice secondary mathematics teachers' computer environment preferences for teaching high school geometry /." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1241189225.
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Galindo, Heréndira Garcia-de. "An investigation of factors related to preservice secondary mathematics teachers' computer environment preferences for teaching high school geometry." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1241189225.
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Garcia-de, Galindo Heréndira. "An investigation of factors related to preservice secondary mathematics teachers' computer environment preferences for teaching high school geometry /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487856906259719.
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Cabral, Raquel Montezuma Pinheiro. "IntroduÃÃo do estudo de vetores no ensino mÃdio: um ganho significativo para o estudo da geometria analÃtica." Universidade Federal do CearÃ, 2014. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11653.
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O presente trabalho trata de uma proposta para a introduÃÃo do estudo de vetores no plano e no espaÃo, no 3 ano do Ensino MÃdio, com a perspectiva de um ganho para os estudos de geometria analÃtica. No estudo da disciplina de Geometria AnalÃtica, no Curso de Mestrado Profissional de MatemÃtica (PROFMAT), verificou-se que a introduÃÃo do estudo de vetores à de simples compreensÃo e uma ferramenta poderosa para a Geometria AnalÃtica, facilitando a demonstraÃÃo dos conteÃdos, melhorando a visualizaÃÃo da condiÃÃo de alinhamento de trÃs pontos, da equaÃÃo da reta e de seus vetores tangentes e normais, no plano e no espaÃo, alÃm de simplificar a resoluÃÃo de exercÃcios e poder incluir alguns conteÃdos que tambÃm se tornam mais acessÃveis utilizando tal ferramenta. O conteÃdo da referida disciplina à abordado no 3 ano do ensino mÃdio sem o tratamento vetorial, deixando a aprendizagem da geometria analÃtica restrita. Apresenta-se, neste estudo, uma proposta de introduÃÃo do estudo de vetores no ensino mÃdio, mostrando que o tempo gasto com sua introduÃÃo à recompensado com a maior facilidade para a abordagem dos conteÃdos, resoluÃÃo de problemas e ampliaÃÃo dos conteÃdos.This work is a proposal for the introduction of the study of vectors in the plane and in space, in the 3rd year of high school , with the prospect of a gain for studies of analytical geometry. In the study of the discipline of analytical geometry, the Masters Course Professional Mathematics ( PROFMAT ) it was found that the introduction of the study of vectors is simple understanding and a powerful tool for Analytic Geometry, facilitating the demonstration of contents , improved visualization of the alignment condition of three points of the straight line equation and its tangent and normal in the plane and space vectors, and simplify problem solving and be able to include some content that also become more accessible using such a tool. The content of that discipline is addressed in the 3rd year of high school without the vector treatment, leaving the learning of restricted analytic geometry. We present in this study a proposal to introduce the study of vectors in high school, showing that the time spent with their introduction is rewarded with greater ease to the approach of content, problem solving and expansion of the content.
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Brown, Martha L. "Relation of visuospatial and analytical skills and span of short-term memory to academic achievement in high school geometry /." This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-09052009-040226/.
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snider, michelle c. "Limited English Proficient Students and Their Teachers Attitudes of the Learning Environment in Mathematics Classes." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3366.
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This study described the attitudes of students who are limited English proficient (LEP) and their teachers toward the learning environment within their mathematics classes. Data collected via a student survey, student and teacher interviews, and classroom observations were analyzed in this mixed-method study to investigate these attitudes. Accuracy of the findings was confirmed via triangulation. A population of 79 students was chosen through purposive sampling methods that included LEP and non-LEP students in algebra and geometry classes. Students were administered a 30-item questionnaire using the What is Happening in This Class? survey. Scores provided from the survey's six scales were analyzed using an independent samples t-test to describe similarities and differences between the students. The Cooperation Scale was found statistically significant (p = .002) with a mean score of 3.72 for the LEP students compared to 3.74 for non-LEP students. Four scales were found statistically significant (p < 0.05) comparing the algebra and geometry students: Teacher Support (M = 3.61), Involvement (M = 3.38), Cooperation (M = 3.65), and Equity (M = 4.24). Qualitative data was collected via classroom observations and the student and teacher interviews. Classroom observations provided an additional descriptive account of the lived experiences of the participants in this study. Themes observed within LEP and non-LEP classes involved the physical setting, teaching methods, and instructional media used to present lessons. Four additional themes were found in the LEP classes that referred to the experience of teaching LEP students. They are language use, teaching methods specific to LEP students, classroom management, and teacher and student support. The interviews incorporated a phenomenological approach to examine the attitudes of participating students and teachers toward their classroom environments. The following five similar themes emerged from the examination of sheltered and nonsheltered teacher attitudes: (a) support systems, (b) teaching methods, (c) student mathematical skills, (d) instructional media, and (e) student attitudes toward mathematics. The additional theme of language emerged exclusively for sheltered teachers. Suggested further study on the attitudes of LEP students and their teachers in mathematics classes are discussed that includes the amount of support provided in LEP classes, LEP teacher practices in support of student educational needs related to language and mathematics. Additional findings were revealed throughout this study to suggest the effective use of instructional media in LEP mathematics classes and whether or not culture plays a role in their attitudes towards mathematics.Ed.D.
Department of Teaching and Learning Principles
Education
Curriculum and Instruction EdD
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Brown, Martha. "Relation of visuospatial and analytical skills and span of short-term memory to academic achievement in high school geometry." Thesis, Virginia Tech, 1991. http://hdl.handle.net/10919/44533.
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The purpose of this research was to investigate hypothesized relations of visuospatial and logical reasoning skills, and span of short-term memory to achievement in geometry. In addition, major subfactors of visuospatial ability (visualization, speeded rotations, spatial orientation, and disembedding) were assessed to determine which were significant predictors of geometry achievement.
Vernon's (1965) model of intelligence and Baddeley's model of working memory provided the theoretical framework for these hypotheses.
Subjects (N = 110) were students in seven sophomore level geometry classes in two schools in southwest Virginia. Cognitive measures of speeded rotations, visualization, spatial orientation, disembedding, Gestalt closure, logical reasoning, and short-term memory span were administered.
Two measures of geometry achievement were used: The standardized New York Regents Geometry Exam, and z-transformations of the classroom final grade.
A model of geometry achievement is proposed and major predictions of the model were supported. within this sample, regression analysis showed the measures of visualization, logical reasoning, and short-term memory predicted achievement on the New York Regents Geometry Exam.
Separate regression analyses for each gender revealed visualization predicted geometry achievement for the girls, while logical reasoning and short-term memory span predicted geometry achievement for the boys. Gender differences favoring boys were found on measures of speeded rotations, spatial orientation, and Gestalt closure. Girls had significantly higher scores on the measure of short-term
memory span and the classroom measure of geometry achievement.Master of Science
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Lima, Robison Luiz Alves de. "Metodos geométicos para otimização no ensino médio." Universidade Federal de Goiás, 2013. http://repositorio.bc.ufg.br/tede/handle/tede/6862.
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This present study aims to awake and to encourage teachers for a teaching methodology that promotes more participation of the students in the Mathematics classes. This study presents Geometry Optimization Methods and also delineates some issues in the high school environment. In the _rst part, it presents some geometrical results in order to support solving maximum and minimum problems. Among the geometrical tools explored in this study to minimize distances we use the Triangle Inequality and some of its implications. In order to maximize areas we employ some characteristics of isosceles triangles and to maximize an angle we take advantage of some properties of angles whose sides intersect a given circle. The methods presented are, then, applied in solving many interesting optimization problems some of which are classical. At the end of the study some additional optimization problems are proposed in order to encourage further explorations within the context of the methods presented in the previous sections.
Visando despertar e incentivar os professores para um ensino promotor de maior participação dos alunos nas aulas de Matemática, o presente trabalho trata de Métodos Geométricos em Otimização e delineia alguns problemas acessíveis no contexto do ensino médio. Para tanto, são apresentados na primeira parte alguns resultados geométricos para auxiliar na resolução dos problemas de máximos e mínimos. Dentre os métodos geométricos utilizados, para minimizar distâncias, temos a desigualdade triangular, para maximização de áreas, algumas propriedades dos triângulos isósceles e para obter um ângulo máximo empregamos propriedades dos ângulos cujos lados intersectam uma dada circunferência. Os métodos apresentados são, então, aplicados na resolução de vários problemas interessantes de otimização, alguns deles clássicos. Ao final, são propostos alguns problemas adicionais de otimização que podem ser discutidos no contexto dos métodos aqui apresentados.
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Nagisetty, Vytas. "Using Music-Related Concepts to Teach High School Math." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1958.
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The purpose of this research was to test a strategy which uses music-related concepts to teach math. A quasi-experimental study of two high school remedial geometry sections was conducted during a review lesson of ratio, proportion, and cross multiplication. A pretest was given to both groups. Then, Group A received normal textbook instruction while Group B received the treatment, Get the Math in Music, which is an online activity involving proportional reasoning in a music-related context. Afterwards, a posttest was given to both groups. Pretest and posttest scores were used to compare gains in subject knowledge between the groups. Then a second evaluation of the treatment was conducted. Group A received the treatment and took a post-posttest. Score gains for Group A before and after receiving the treatment were compared. After these tests, all participants took a survey to determine if their appreciation of math grew as a result of the treatment. Finally, interviews were conducted to provide better understanding of the results. The research questions of this study were: to what extent does the integration of Get the Math in Music improve students' academic performance in a remedial geometry review of ratio, proportion, and cross multiplication, and to what extent does participation in the Get the Math activity improve students' attitudes towards math? My hypotheses were that students would perform significantly better on a subject knowledge test after receiving the treatment, and that all students would have a more positive attitude towards math after receiving the treatment. Quantitative results did not triangulate to support or refute these hypotheses. Greater improvement from pretest to posttest was statistically correlated with Group B, which was the group first receiving the treatment. But later, between posttest and post-posttest Group A did not show statistically significant greater gains after receiving the treatment. Surveys results showed that students did not necessarily like math any more after the treatment. Interviews revealed that several of these students were apathetic to geometry in particular, if not to math in general. The case of one student's improvement suggested that positive teacher-student relationships are more effective than any particular method to increase academic performance and student engagement. Survey results were consistent with earlier psychological studies claiming teenagers care about music. Additional studies in the future on the merits of using music to teach high school math would be useful. Claims that proportional reasoning is challenging were supported. It would be beneficial to evaluate the treatment in an Algebra or Pre-Algebra setting when students first study proportions.
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Rahim, Medhat H., Radcliffe Siddo, and Moushira Issa. "Tangram-base Problem Solving in Radical Constructivist Paradigm: High School Student-Teachers Conjectures." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-83015.
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Round, Eugene L. "A study of the potential benefits of using interactive software in high school geometry solely for whole class demonstration and discussion /." The Ohio State University, 1998. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487949508368771.
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Sloan, Stella. "A two and three dimensional high school geometry unit implementing recommendations in the National Council of Teachers of Mathematics curriculum and evaluation standards." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/647.
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Silva, Carlos SÃrgio Rodrigues da. "UtilizaÃÃo de objetos de aprendizagem como auxÃlio no ensino de geometria analÃtica." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=10525.
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Este estudo procura analisar a eficiÃncia do uso de objetos de aprendizagem no ensino de geometria analÃtica, mais precisamente no assunto distÃncia entre dois pontos. Para isso, optou-se por um estudo experimental do qual participaram 14 alunos do 3Â ano da Escola de Ensino
Fundamental e MÃdio Senador Fernandes TÃvora que se localiza no bairro DemÃcrito Rocha, na cidade de Fortaleza, estado do CearÃ. A turma foi dividida em dois grupos de 8 alunos cada, sendo que dois deles nÃo participaram de todo o estudo. Em um dos grupos foi aplicada a
atividade Pontos em Batalha e no outro apenas o mÃtodo tradicional. Os instrumentos de coleta de dados foram: atividades do Rived, questionÃrio socioeconÃmico e teste de mÃltipla escolha com questÃes sobre localizaÃÃo no plano cartesiano e distÃncia entre dois pontos. Os dados
foram analisados por meios de grÃficos do programa Microsoft Excel. Percebeu-se, como resultado, que o grupo submetido à aplicaÃÃo do objeto de aprendizagem teve um melhor desempenho no teste em relaÃÃo ao outro grupo.This study seeks to analyze the efficiency of the use of learning objects in teaching analytic geometry, more precisely on subject distance between two points. For this, it was chosen an experimental study involving 14 students of the 3rd year of Primary School and Middle Senador Fernandes TÃvora, which is located in the neighborhood DemÃcrito Rocha, in the city of Fortaleza, state of CearÃ. The class was divided into two groups of eight students each but two of these students did not participate in the entire study. In one of the groups was applied the activity Pontos em Batalha and the other only the traditional method. The instruments for data collection were activities rived, socioeconomic questionnaire and multiple-choice test with questions on location in the Cartesian plane and the distance between two points. Data were analyzed by means of graphical program Microsoft Excel. It was noticed as a result, the group submitted to the application of the learning object had a better performance on the test compared to the other group.
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Gomes, Mario Guimar?es. "Geometria nas quest?es do Enem sob a ?tica a resolu??o de problemas: um aux?lio ao trabalho docente." UFVJM, 2017. http://acervo.ufvjm.edu.br/jspui/handle/1/1690.
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Esta pesquisa objetivou subsidiar os docentes nas atividades de Matem?tica relacionadas ao conte?do de geometria, tendo em vista a forma??o de alunos baseadas nas habilidades e compet?ncias estabelecidas pelos Par?metros Curriculares Nacionais para o Ensino M?dio (PCNEM), pelas Orienta??es Educacionais Complementares aos Par?metros Curriculares Nacionais (PCN + Ensino M?dio) e pela Matriz de Refer?ncia do Exame Nacional do Ensino M?dio (ENEM). Para isso, foi realizada uma pesquisa bibliogr?fica e an?lise documental com o intuito de caracterizar o estudo de geometria no ?mbito escolar considerando tais compet?ncias e habilidades. Foi feita uma an?lise da metodologia de Resolu??o de Problemas no contexto da disciplina de Matem?tica com base em estudos de alguns autores. Nesse contexto, foram apresentadas as suas principais formas de abordagem, discriminadas todas as fases que comp?em a resolu??o de um problema matem?tico, bem como apresentadas as caracter?sticas e estrat?gias de planejamento, inser??o e desenvolvimento dessa metodologia pelos docentes, considerando aspectos relacionados ? sele??o dos problemas, ? maneira de apresenta??o dos mesmos, ? forma de organiza??o das atividades e ao papel do aluno no processo. Al?m disso, foram selecionadas, apresentadas e resolvidas quest?es que compuseram o ENEM no per?odo de 2009 a 2016 que abrangem a Compet?ncia de ?rea 2 da Matriz de Refer?ncia do ENEM, 'Utilizar o conhecimento geom?trico para realizar a leitura e a representa??o da realidade e agir sobre ela'. As quest?es foram resolvidas utilizando a metodologia de Resolu??o de Problemas, com a apresenta??o discriminada das fases da resolu??o. Em cada uma das quest?es s?o apresentadas as compet?ncias e habilidades a que est? relacionada, com o intuito de contextualiz?-la em rela??o ?s capacidades esperadas dos alunos para sua resolu??o. Com as an?lises e procedimentos realizados, ? poss?vel afirmar que a metodologia de Resolu??o de Problemas pode representar uma estrat?gia eficaz no processo ensino-aprendizagem de geometria, e pode servir de aux?lio ao trabalho do docente, de modo a proporcionar aos alunos o desenvolvimento das compet?ncias e habilidades deles esperadas, bem como garantir que esse processo ocorra de modo significativo e contextualizado
Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o Matem?tica, Universidade Federal dos Vales do Jequitinhonha e Mucuri, 2017.
This work was developed based on the principles of Didactic Engineering, whose objective is to research and propose teaching methodologies for the discipline of Euclidean Plane Geometry of the Mathematic undergraduation course of Federal Unversity of the Jequitinhonha and Mucuri Valleys, with the support of the tools Geogebra dynamic geometry software. In addition, it seeks to detect the main difficulties in the teaching and learning of Plane Geometry and to propose methodologies that improve the learning of the concepts of Plane Geometry in the university. In order to do so, four didactic interventions were applied with the students, referring to the topics Axiomatic Treatment of Plane Geometry, Notable Quadrilaterals, Area of Plane Figures and Angles in Circumference, whose purpose was to provide the necessary knowledge to work with interactive dynamic geometry, always interconnected with the formal empirical knowledge od the discipline, and also preparing them for the teaching practice of the specific content. After detailed analysis, it was observed a notorious advance od the students in what referes to the understanding of the fundamental mathematical concepts of the topics addressed.
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Goulart, Juliana Bender. "O estudo da equação Ax²+By²+Cxy+Dx+Ey+F=0 utilizando o software Grafeq : uma proposta para o ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/18805.
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A presente dissertação tem como propósito apresentar uma proposta para o ensino e aprendizagem da Geometria Analítica através do uso de tecnologia informática. Tendo a Engenharia Didática como metodologia de pesquisa, concebemos, realizamos e avaliamos uma seqüência didática que trata retas, círculos, elipses, hipérboles e parábolas como as possíveis soluções da equação Ax² + By² + Cxy + Dx + Ey + F = 0. Utilizando o software GrafEq, com interface atrativa e de fácil manuseio, os alunos mostraram um gradativo processo de construção de conhecimento, especialmente registrado nos seus diferentes trabalhos de construção de réplicas de obra de arte. Esta atividade criou, para os alunos, interessantes momentos de aprendizagem onde, com entusiasmo, enfrentaram o desafio de desenhar figuras com equações e relações da Geometria Analítica.This work presents the design of a didactical situation for the learning of analytic geometry in which the technology has an important role. Using Didactical Engineering as research methodology, it was conceives, experimented and analyzed a sequence of activities focusing on the development of the equations of lines, circles, ellipses, hyperboles and parabolas as particular cases of the equation Ax² + By² + Cxy + Dx + Ey + F = 0. The software GrafEq was the tool that supported the students explorations and the experience showed their progress as well as their enthusiasm in the activities that were concerned with the construction of replicas of geometric art works trough mathematical equations.
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Cheng, Wing-kin, and 鄭永健. "A comparative study of form 4 students' problem solving strategies with or without using geometer's sketchpad." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963365.
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Rabay, Yara Silvia Freire. "Estudo e aplicações da geometria fractal." Universidade Federal da Paraíba, 2013. http://tede.biblioteca.ufpb.br:8080/handle/tede/7651.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
Here we present a research about fractals, its history, mathematical concepts and applications. Some constructions were developed using some basic concepts of the Theory of Numbers, Trigonometry and Linear Algebra that can be applied in High School. We presented some activities that can be applied in High School’s classes in order to develop mathematical concepts such as geometric transformations, Geometry, Trigonometry, Logarithm, notions of limit among other topics. Keywords: Fractal Geometry, Geometric Transformation, Logarithm, Pascal Triangle, Arrays, Linear Algebra, High School.
Este trabalho apresenta uma pesquisa sobre os fractais, sua história, conceitos matemáticos utilizados e aplicações. Foram desenvolvidas algumas construções de fractais utilizando-se alguns conceitos básicos de Teoria dos Números, Trigonometria e Álgebra Linear que podem ser explorados no Ensino Médio. Foram apresentadas algumas atividades que podem ser aplicadas em sala de aula do Ensino Médio no desenvolvimento de conceitos matemáticos como Progressão Geométrica, Geometria, Trigonometria, Logaritmo e noções de limite entre outros temas.
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Eryilmaz, Cevirgen Aysegul. "Causal Relations Among 12th Grade Students." Phd thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614970/index.pdf.
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The purpose of this study is to invetigate the causal relationships among 12th
grade students&rsquogeometry knowledge regarding prisms and pyramids, spatial ability, gender, and school type. Path analysis was used to test the relationships among knowledge factors (declarative, conditional, and procedural knowledge), spatial ability factors (spatial visualization, mental rotation, and spatial perception ability), gender (female and male), and school type (general high schools and Anatolian high schools). Knowledge factors and spatial ability factors were determined by carrying out confirmatory factor analysis for the Prisms and Pyramids Knowledge Test and Purdue Spatial Visualization Test separately. Results revealed the bilateral relations among students&rsquo
declarative, conditional and procedural knowledge
and the bilateral relations among spatial visualization, mental rotation, and spatial perception ability. When relations among spatial ability factors and knowledge factors were examined, the importance of the students&rsquo
spatial abilities on geometry performance was exposed explicitly. Spatial visualization and mental rotation ability have positive direct effects on all knowledge factors. Additionally, spatial perception ability have positive direct effect on declarative and procedural knowledge. On the other hand, school type has positive direct effects on students&rsquo
geometry knowledge factors and spatial ability factors. These effects exposed the superiority of students in Anatolian high schools in respect of students in general high schools. Moreover, direct effects of gender on mental rotation ability, spatial perception ability, and declarative knowledge were found. Although, results presented the male superiority in mental rotation and spatial perception abilities, direct effect of gender on declarative knowledge indicate the female advantage.
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Pong, Kwok-wai Haggai-Rebecca, and 龐幗煒. "Secondary two students' perceptions of rotation and reflection." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963493.
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Santos, Adriana Tiago Castro dos. "O estado da Arte das pesquisas brasileiras sobre geometria analítica no período de 1991 a 2014." Pontifícia Universidade Católica de São Paulo, 2016. https://tede2.pucsp.br/handle/handle/19047.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This study aims to present the "State of the Art" of Brazilian researches in the period 1991-2014 on the teaching and learning of Analytic Geometry in Brazil. We have adopted the assumptions of Content Analysis to carry out the methodological procedures and we have used the theoretical ideas of Dreyfus (1991) on which the processes of Advanced Mathematical Thinking (AMT) have emerged implicitly from pedagogical approaches addressed in academic productions for data analysis. Data were collected through bibliographic survey in theses and dissertations in the thesis database of CAPES and through sites from Strictu Sensu Graduate Programs in Mathematics Education in Brazil. We have identified forty-one academic productions about teaching and learning Analytical Geometry. We created two axes of analysis: the academic productions that used ICTs as a research subject and the academic productions that have not used ICTs as a primary focus. In researches using ICT as a research focus, the authors have used dynamic geometry software, spreadsheets and Moodle platform as a tool for teaching Analytic Geometry. In academic productions that did not target ICTs as focus, we have used tools such as compass and ruler for the construction of geometric entities, manipulative materials and techniques of isometric perspective, construction of geometric figures in 3D for the resolution of problem situations and the diversification among the semiotic representation registers. We detected that AMTs processes such as visualization, change of representation and abstraction were implicit in the activities proposed by these academic productions. We have concluded that the themes of analytic geometry covered in the research have not changed over the period considered. What have changed were the teaching and learning strategies that are centered on the student now, thus allowing him to create a more active role in the learning process without relying strictly on the teacher
A presente pesquisa tem como objetivo apresentar o “Estado da Arte” das pesquisas brasileiras no período de 1991 a 2014 sobre o ensino e a aprendizagem da Geometria Analítica no Brasil. Utilizamos os pressupostos da Análise de Conteúdo para realizar os procedimentos metodológicos e para a análise dos dados fizemos uso das ideias teóricas de Dreyfus (1991) sobre quais processos do Pensamento Matemático Avançado (PMA) emergiram implicitamente das estratégias pedagógicas abordadas nas produções acadêmicas. A coleta de dados foi feita por meio do levantamento bibliográfico das teses e dissertações no banco de teses da CAPES e dos sites de programas de Pós-Graduação Strictu Sensu em Ensino de Matemática no Brasil. Identificamos quarenta e uma produções acadêmicas sobre o ensino e a aprendizagem da Geometria Analítica. Criamos dois eixos de análise: as produções acadêmicas que utilizaram as TICs como objeto de pesquisa e as produções acadêmicas que não utilizaram as TICs como foco principal. Nas pesquisas que utilizaram as TICs como foco de pesquisa, os autores utilizaram softwares de geometria dinâmica, planilhas eletrônicas e a plataforma Moodle como ferramenta para o ensino da Geometria Analítica. Nas produções acadêmicas que não visaram as TICs como foco, foram utilizados instrumentos como compasso e régua para a construção dos entes geométricos, materiais manipulativos e técnicas da perspectiva isométrica, construção das figuras geométricas em 3D para a resolução de situações-problema e a diversificação entre os registros de representação semiótica. Detectamos que os processos do PMA tais como visualização, mudança de representação e abstração estavam implícitas nas atividades propostas por estas produções acadêmicas. Concluímos que os temas da Geometria Analítica abordados nas pesquisas não mudaram ao longo do período estudado. O que mudou foram as estratégias de ensino e aprendizagem, agora centradas no estudante, possibilitando que o mesmo criasse uma postura mais ativa no processo de aprendizagem sem depender estritamente do professor
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Medeiros, Leonardo Andrade. "?rea e volume da esfera." Universidade Federal do Rio Grande do Norte, 2014. http://repositorio.ufrn.br:8080/jspui/handle/123456789/18667.
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Previous issue date: 2014-03-31In this dissertation, we present a study on the teaching of volume of the sphere and the area of spherical surface. On this topic, a quali-quantitative was taken survey with the objective of identifying how these topics are addressed. For this, we made 14 questions to 30 teachers of Natal and the results of this survey are presented and discussed. After that, we present alternative ways to derive the formulas of the volume of a sphere and the are of a spherical surface
Neste trabalho apresentamos um estudo sobre o ensino das f?rmulas para o c?lculo do volume da esfera e da ?rea da superf?cie esf?rica. Sobre este tema, foi feita uma pesquisa de car?ter quanti-qualitativo com o objetivo de identi car de que forma estes temas s?o abordados. Para isso, zemos 14 perguntas a 30 professores de Natal e os resultados desta pesquisa s?o apresentados e discutidos. Depois disso, apresentamos formas alternativas de deduzir as f?rmulas do volume de uma esfera e da ?rea de uma superf?cie esf?rica.
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Assis, Alexandre Rodrigues de Assis. "Alunos do Ensino M?dio Trabalhando no GeoGebra e no Construtor Geom?trico: M?os e rotA??es em touchscreen." Universidade Federal Rural do Rio de Janeiro, 2015. https://tede.ufrrj.br/jspui/handle/jspui/1312.
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2016 - Alexandre Rodrigues de Assis.pdf: 4979327 bytes, checksum: 5e0ad89b3f3293076de6fcf16e11f879 (MD5)Made available in DSpace on 2016-10-19T12:48:57Z (GMT). No. of bitstreams: 1 2016 - Alexandre Rodrigues de Assis.pdf: 4979327 bytes, checksum: 5e0ad89b3f3293076de6fcf16e11f879 (MD5) Previous issue date: 2015-11-30
The continuous and accentuated development of the digital technologies has provided challenging situations in the educational field. In this context, the use of mobile devices can represent a beneficial time for reflections on the creation of favorable environments for mathematical learning. Particularly the touchscreen devices can contribute to the formation of a new learning space. This research aimed to design, implement and analyze isometries activities using tablet on an ongoing teachers training - in Normal Mode - in Middle Level. The research with characteristics of Design was guided by the following questions: i) how are the touchscreen performances in the resolution of the proposed tasks?; and ii) how do the students handle doing rotations in GeoGebra touch and in Geometric Constructer? As data collection instruments were used (a) researcher records, (b) students' records for the proposed activities, (c) icons sheet, (d) recording audio and video, and (e) recording of touches made in tablet screen using Screen Recorder Pro. The study field was conducted with 10 students of the 1st year in a public school in the metropolitan region of Rio de Janeiro. Besides theoretical reflections we conducted the analysis of episodes that emerged from implementations with GeoGebra touch and Geometric Constructer. By a survey with characteristics of Design and marked theoretical referential in vigotskianas conceptions, we conducted theoretical reflections about the gestures and touchscreen manipulation and we illustrate the analysis of interactions that emerged from implementations with GeoGebra touch and Geometric Constructer. The results indicate that the use of tablets, linked to the development of tasks considering the specificities of the software contributes to the construction of mathematical concepts and cognitive development. The analysis also revealed that touchscreen manipulation contributed to perform rotations using two or three fingers and performances that refer to the composition of isometric transformations, providing the (re)construction of meanings.
O cont?nuo e acentuado desenvolvimento das tecnologias digitais tem propiciado situa??es desafiadoras no ?mbito educacional. Nesse ?mbito, o uso de aparatos m?veis pode representar um momento prof?cuo para reflex?es sobre a cria??o de ambientes favor?veis ao aprendizado matem?tico. Particularmente, os dispositivos touchscreen podem contribuir para a constitui??o de um novo espa?o de aprendizagem. Esta pesquisa teve como objetivos elaborar, implementar e analisar atividades de isometrias, utilizando tablet, em um curso de forma??o de professores - na Modalidade Normal - em N?vel M?dio. A pesquisa com caracter?sticas de Design foi orientada pelos seguintes questionamentos: i) como s?o as performances de touchscreen na resolu??o das tarefas propostas?; e ii) como os discentes manipulam fazendo rota??es no GeoGebra touch e no Construtor Geom?trico? Como instrumentos de coleta de dados foram utilizados (a) registros do pesquisador, (b) registros dos alunos para as atividades propostas, (c) folha de ?cones, (d) grava??es em ?udio e em v?deo, e (e) grava??o dos toques realizados na tela do tablet utilizando Screen Recorder Pro. O trabalho de campo foi desenvolvido com 10 alunos do 1? ano em uma escola p?blica estadual da regi?o metropolitana no Rio de Janeiro. Al?m de reflex?es te?ricas realizamos a an?lise de epis?dios que emergiram de implementa??es com o GeoGebra touch e Construtor Geom?trico. Mediante uma pesquisa com caracter?sticas de Design e referencial te?rico balizado em concep??es vigotskianas, realizamos reflex?es te?ricas acerca dos gestos e manipula??es touchscreen e ilustramos a an?lise de intera??es que emergiram de implementa??es com o GeoGebra touch e Construtor Geom?tricor. Os resultados indicam que o uso de tablets, vinculada ? elabora??o de tarefas considerando as especificidades do software, contribui para constru??o de conceitos matem?ticos e desenvolvimento cognitivo. As an?lises tamb?m revelaram que manipula??es touchscreen contribuiram para realizar rota??es utilizando dois ou tr?s dedos e performances que remetem ? composi??o de transforma??es isom?tricas, propiciando a (re)elabora??o de significados
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Oliveira, Alan Gomes de. "Funções e geometria: o uso de ambiente de geometria dinâmica como subsídio para a caracterização das funções quadráticas." Universidade Tecnológica Federal do Paraná, 2013. http://repositorio.utfpr.edu.br/jspui/handle/1/436.
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CAPESEste trabalho apresenta uma proposta de abordagem que permite ao professor do ensino médio tratar do conceito de função quadrática. Propõe a construção do conhecimento através de atividades desenvolvidas em ambiente de geometria dinâmica (GeoGebra), explorando as ideias intuitivas de variação e dependência construídas entre objetos geométricos sem a mediação das representações algébricas e gráficas, comumente empregadas na sala de aula do ensino médio.
This work presents a proposal of approach which allows the school teachers deal with the concept of quadratic function. It proposes the construction of knowledge through activities in dynamic geometry environment (GeoGebra), exploring the intuitive ideas of variation and dependence built between geometric objects without the mediation of algebraic and graphical representations,commonlyusedinthe classroom of high school.