![]() ![]() Students in this environment feel a sense of control over their learning, even when the teacher is the person designing the sketches. With GSP, the classroom becomes a student-centered rather than teacher-centered environment. By using the tool's dragging features, students can observe countless examples of different figures quickly and easily. This tool is uniquely positioned to transform learning geometry through critical thinking and active exploration, thus empowering students to discover new relationships (See Figure 1).The Geometer's Sketchpad (GSP) takes the traditional pencil-and-paper geometry class and transforms it into a dynamic learning environment. When developing mathematical models, this rich, hands-on learning tool can help students visualize the results of various assumptions, to explore consequences and compare predictions. One of these tools includes a highly visual discovery-based, interactive dynamic geometry computer program called Geometer’s Sketchpad that can target key understandings identified in the CCSSM. The Standards for Mathematical Practice ( ) expect that mathematically proficient students should know which tools would help them perform various tasks more effectively and use the appropriate tools strategically. ![]() Furthermore, while the Common Core State Mathematics Standards (CCSSM) focus on mathematics content, they also emphasize integrating technology as a way to learn mathematical knowledge and skills. Within the area of geometry, technology has been cited as being particularly useful in enhancing visualization (Kimmins, 1995 Mayes, 1995 Myers, 2009). NCTM (2008) has also stressed in its position statement on technology that it is an essential tool for mathematical success in the 21 st century.Īs a proposed solution, many reformers have suggested that technology can play a role in improving learning outcomes in mathematics (Bos, 2007 Isikasal & Askar, 2005 Myers, 2009 Ploger & Hecht, 2009 Santos-Trigo & Cristobal-Escalante, 2008). The Learning Principle from NCTM (2000) therefore indicates that there is a need to focus on conceptual learning in order for students to be able to apply their knowledge to a variety of mathematical situations. When students lack conceptual understanding in mathematics, they also tend to lose interest and motivation to continue their learning because it comes across as the study of isolated facts and procedures rather than a process of reasoning and critical thinking (Acker, 1999 Anderman & Maehr, 1994 Teoh, Koo, & Singh, 2010). As a result, there has been a lack of understanding of the “big ideas” in mathematics and how they relate to other disciplines. schools places an emphasis on learning procedural and basic skills, before applying them to concepts. At the current time, mathematics education in U.S. students lack conceptual understanding and reasoning skills in geometry. Yet, according to the Learning Principle from National Council of Teachers of Mathematics (NCTM) (2000), middle and high school standardized test results in mathematics from the past 10 years indicate that many U.S. ![]() This critical area of mathematics appears in both the physical and virtual world that students encounter every day. Geometry is a “network of concepts, ways of reasoning and representation systems, used to explore and analyze shape and space” (Battista, 2007, p. ![]()
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