Abstract:

Technology has recently become a vital factor in the teaching of mathematics. Yet, a key issue remains how technology could be ultimately used to support students in reaching a better understanding of Mathematics and design meaningful learning experiences. This study attempts to explore the possible effects of Dynamic Geometry Software (DGS), specifically Cabri, on a learning situation. A teaching/learning sequence on Similar Triangles was developed to integrate the use of DGS. The sequence was then piloted and clinically analyzed to investigate its effect on a pair of 8th grade Lebanese students’ learning and problem solving strategies. The purpose of the study is two-fold; first, is to examine the effectiveness of DGS on students’ learning of Similar Triangles. The topic is normally introduced at the 9th grade level according to the Lebanese curriculum. And second, to assess the transfer of knowledge and competencies into a computer-free environment. The study was conducted over a period of 5 sessions, each lasting for 1-2 hrs. The sessions were videotaped and transcripts were generated. The students were working on one laptop equipped with the Cabri Software. Data was collected from multiple sources, transcripts of the teaching/learning sequence, interviews, students’ computer files, worksheets, diagnostic tests and summative tests. Results showed that meaningful learning took place. DGS helps in reinforcing a wide variety of skills and the evolution of mathematical problem solving strategies. Those skills would be transferred into a computer-free environment. The study brought forth important findings. Properly designed tasks based on the constructivist approach and supported by DGS help in reaching deep conceptual understanding of mathematics. Furthermore, it prompts the acquisition of essential mathematical skills and the integration of topics at an earlier level than expected in the curriculum.

Keywords:

DGS, problem-solving, Similar Triangles, meaningful learning.