Abstract
This chapter aims to review the ways that digital technologies may impact learning geometry. To be more focused, Dynamic Geometry Software (DGS) is investigated as an assistant digital in the classroom for discussing the impact of learning geometry. Particularly, it is discussed whether DGS may have an effect on some knowledge accession skills suggested by constructivists approach. The chapter indicates that DGS has positive impacts on providing a constructivist classroom learning environment. Even though there is much research indicating the positive impacts of DGS in providing an environment shaped by the constructivist approach, some research provides different results. The reasons the results contradict each other could be explained by the prior knowledge, skills, and needs of students; a lack of time for whole class discussions; and insufficiency in the design of DGS applets and worksheets. Therefore, it should be noted that using DGS alone cannot create a learning environment shaped by constructivism.
TopIntroduction
Digital technologies play an important role in everyday life for many people, at home, in the work place, and also in schools the range of hardware and software tools and programmes such as personal computers, assistive technology scanners, digital cameras, multimedia programmes, image editing software, database and spreadsheet programmes are regarded as digital technology. In addition, internet, e-mail and video conferencing are also digital technology equipment which has the potential to help people communicate with each other (NCCA, 2004). The use of these digital technologies in education is effective: they trigger curiosity and thinking, challenge the intellectual abilities of learners (Newman, 2000), enhance achievement (Christmann & Badgett, 2003). Mathematics is regarded one of the major educational fields by several researchers, who suggest using digital technologies, in particular computers, as a supportive tool in the classroom (Baki et al., 2000; Cheng-Yao, 2008; Freeman, 2012; Forgasz, 2006; Laato et al., 2019; Mariotti, 2002; Wiest, 2001, Zengin, 2019).
“The dynamic and symbolic nature of computer environments can provoke students to generalise and formalise and make links between their intuitive notions of mathematics and the more formal aspects of mathematical knowledge” (Godwin & Sutherland, 2004, pp. 131-132).
In the United States, the National Council of Teachers of Mathematic’s (NCTM) Principles and Standards for School Mathematics provides six principles for mathematics education. One of them involves the role of digital technology, and indicates that “Technology is essential in teaching and learning mathematics; it influences the mathematics that is taught and enhances students’ learning” (NCTM, 2000, pp. 24).
One of the main integrations of digital technology into mathematics education is in the application of mathematical software for teaching purposes. Mathematical software encourages students to develop and maintain their computational skills, supports their higher order thinking skills (Kerrigan, 2002), shows advantage in promoting mathematical achievement (Cheung & Slavin, 2013; Li & Ma, 2010). In particular, the use of DGS is thought by many researchers to be a way of providing opportunities for students to develop a deeper understanding of geometrical concepts and problem solving strategies (Healy & Hoyles, 2002; Hershkowitz et al., 2002). As Er and Sağlam Kaya (2017) states, DGS makes a significant contribution to mathematics learning and teaching and it has an important place in this field.
Key Terms in this Chapter
Constructivism: Constructivism is an approach toward nature of knowledge and learning. This approach suggests that knowledge is constructed by learners him/herself.
Student-Centred Learning: Student-centred learning is a learning approach that places the student at the focus of the learning process rather than the teacher or the content. In this learning environment, individual differences are emphasized.
Dynamic Geometry Software (DGS): Dynamic geometry software, is a software which provides a learning environment in which students able to create geometric shapes easily, to make measurements to determine the properties of the shapes created, to discover the shapes the unchanging properties while changing some of the properties of them and to establish hypotheses, to test these hypotheses and to make generalizations while monitoring the change of properties.
Information and Communication Technology (ICT): ICT are technologies that comprises software, services, equipment, and hardware. It enables information to be processed in a practical way and to be transformed into useful service forms for people are called ICT.
Collaborative Learning: Collaborative learning is defined as an educational approach in which students work in groups in various numbers and learn from each other. In a classroom environment shaped by collaborative learning, students study together on a specified subject.
Higher Order Thinking: Higher-order thinking skills (intellectual abilities) refer to critical, logical, reflective, metacognitive and creative thinking. Higher order thinking skills become active when individuals confronted with unfamiliar problems, uncertainties, questions or dilemmas.
Geometry: A branch of mathematics which focuses sizes, shapes, positions angles, and dimension of things.