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TopIct 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).