Constructanother point on the lower line and label it F.Constructa segment, label it DE, that goes from the lower lineto the upper line.This new line will pass through point Cand be parallel to your original line. Highlightboth point C and line AB and construct a parallel line.Constructpoint C somewhere above the line.Opena new sketch and construct a horizontal line AB.Now, let’s take what we’ve learned about constructions anddo some investigations with area. Constructthe segment FK and hide the line FK.Label the intersection of line CD andthe perpendicular F. Constructa line that is perpendicular to CD that also passes through point K.Constructa line that is parallel to CD and passes through point K.To begin,we need to become familiar with some of the commands in GSP. The firstthing you need to do is open the program. Todaywe’re going to use a program called Geometer’s Sketchpad (GSP) to do someactivities in geometry. Master's thesis, The William Paterson University of New Jersey. The effect of incorporating Geometer's Sketchpad in a high school geometry course to improve conceptual understanding, inductive reasoning, and motivation. Geometer’s Sketchpad would help students the most when used with topics that require constructing and measuring more complex figures accurately, for example kites, trapezoids, and regular polygons.Īmes, L. It is also suggested that Geometer’s Sketchpad be used over a long time period since the program won’t have any immediate effects over the course of a few weeks. Teachers must also make sure the students are completely comfortable with the program before using it with new topics. Even though an increase in motivation or conceptual knowledge were not found to be significant, informal observations showed that higher achieving students tended to display greater motivation and on task time when using Geometer’s Sketchpad.įor teachers who may wish to implement the Geometer’s Sketchpad program in their classrooms, it is recommended that they provide students with a tutorial and handson training with Geometer’s Sketchpad before they use the program. The results of this study indicated that students who used Geometer’s Sketchpad demonstrated increased inductive reasoning when learning geometry and the properties of quadrilaterals. This data was analyzed using a repeated measures analysis of variance test (ANOVA). Third, motivation was assessed through pre and post motivation surveys. Both groups completed the same sketches and open-ended questions in each problem set and this data was analyzed using an independent samples T-test. Second, inductive reasoning was measured through 12 problem sets given twice a week during the intervention. First, conceptual knowledge was assessed through pre and posttest scores on multiple choice and open-ended assessments. Three types of data were collected and analyzed. The other class went to the library computers to complete these activities but used Geometer’s Sketchpad. One class completed all the activities in the classroom with paper, pencil, and various geometry tools such as protractors, rulers, and compasses. The study compared two high school geometry classes, one using Geometer’s Sketchpad and one completing the same activities using paper and pencil.
GEOMETER SKETCHPAD ACTIVITIES SOFTWARE
Geometer’s Sketchpad is a type of interactive dynamic geometry software that provides students with a hands-on and visual approach to learning mathematics.
The purpose of this study was to determine the effect of using a software program called Geometer’s Sketchpad in high school mathematics classes on students’ conceptual understanding and inductive reasoning skills in geometry, as well as on their motivation toward learning mathematics.
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