How ICT Affects the Understanding of Stereometry Among University Students

How ICT Affects the Understanding of Stereometry Among University Students

Nicholas Zaranis (Department of Preschool Education, University of Crete, Crete, Greece) and George M. Exarchakos (Department of Civil Engineering, Piraeus University of Applied Sciences, Aigaleo, Greece)
DOI: 10.4018/IJWLTT.2018010103
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The purpose of this research is to compare the level of competence in stereometry of the university students taught using the authors' ICT oriented learning method based on the Van Hiele model for stereometry concepts, as opposed to traditional teaching methodology. The study deals with second year undergraduate students form the Department of Civil Engineering at Piraeus University. The sample was divided into two groups. The experimental group consisted of 99 students who were taught about basic concepts of solid geometry with the support of computers based on the Van Hiele model. Also, there were 90 students in the control group which were taught with traditional methodology using a dry erase board. The study results showed that teaching and learning through ICT is an interactive process for second year university students and has a positive effect on learning solid geometry concepts using the background of the Van Hiele model.
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Ict And Stereometry

In the most ideal environment, information and communication technologies are seen as a tool for teaching and learning (Dimakos, & Zaranis, 2010; Sife, Lwoga, & Sanga, 2007; Papadakis, Kalogiannakis, & Zaranis, 2016). They are used as tools for students to become more familiar with new technologies and the integration of research, communication and understanding across the spectrum of the curriculum. Particularly, in the field of knowledge of mathematics, results revealed that computer assisted learning can considerably help students in the development of appropriate mathematical skills and cultivating deeper conceptual thought in comparison to the traditional mathematical teaching method (Reisa, & Ozdemirb, 2010; Wong, Hsu, Wu, Lee, & Hsu, 2007).

As recorded by the indications of international literature (Dissanayake, Karunananda, & Lekamge, 2007; Trouche & Drijvers, 2010; Wong, et al., 2007) the use of ICT helped students to understand mathematical concepts in primary, secondary and higher education. Regarding that, instructors have to find new methods to attract students based on their interest in computer-related fields and the industry needs (Shih, Jackson, Hawkins Wilson. & Yuan, 2014); we set out to investigate the impact of our new stereometry model in the learning process and whether or not it produces better outcomes for university students.

Various researches’ results relate the appropriate use of computers with the ability of students to more efficiently understand the different mathematical notions. Indeed, a large number of studies show a positive correlation between the use of computers and the development of mathematical thinking at every level of education (Clements, 2002; Dimakos, Zaranis, Tsikopoulou, 2009; Walcott, et al., 2009; Wong, et al., 2007).

However, a lot of researchers reported that although they have great features, computers are only as beneficial as the educational software used. Software made in accordance with the acquisitions of the educational system can contribute to the effective learning with the help of practice made under the guidance of teachers. Researchers realized that the software implemented for mathematics education is a very important factor in the teaching process (Flores, 2002; Trouche & Drijvers, 2010).

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