Exploring Effects of Geometry Learning in Authentic Contexts Using Ubiquitous Geometry App

Autor/inn/en	Hwang, Wu-Yuin; Hariyanti, Uun; Abdillah, Yan Amal; Chen, Holly S. L.
Titel	Exploring Effects of Geometry Learning in Authentic Contexts Using Ubiquitous Geometry App
Quelle	In: Educational Technology & Society, 24 (2021) 3, S.13-28 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Geometry; Mathematics Instruction; Computer Oriented Programs; Educational Technology; Technology Uses in Education; Elementary School Students; Grade 4; Teaching Methods; Measurement Equipment; Mathematics Achievement; Instructional Effectiveness; Correlation; Geometric Concepts; Student Behavior; Predictor Variables; Student Attitudes; Foreign Countries; Authentic Learning; Taiwan + Suchen Sie Ihr Suchwort? Geometrie; Mathematics lessons; Mathematikunterricht; Computerprogramm; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 04; 4. Schuljahr; Schuljahr 04; Teaching method; Lehrmethode; Unterrichtsmethode; Messinstrument; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Korrelation; Elementare Geometrie; Student behaviour; Schülerverhalten; Prädiktor; Ausland
Abstract	Geometry is essential for mathematics learning given that it is strongly related to our surroundings; however, few studies concentrated on using geometry in our daily life, especially using mobile devices with their sensors. Thus, this study proposed one app, Ubiquitous Geometry (UG), and explored its effects on learning angles and polygons in authentic contexts. The experiment was conducted for grade four learners of an elementary school. The control group used protractors and pencil/paper in measuring angles and polygons, whereas the experimental group did measurements with UG. The results showed that in terms of learning achievement, the experimental group outperformed the control group. Further investigation of the relationship between learning behaviors and learning achievement in the experimental group found that both learning effectiveness and quantity of learning, including measuring angles of elevation and depression (MED), note drawing, and comment drawing, have significantly positive correlations with learning achievement. These three behaviors also become significant predictors of learning achievement after multiple regression analysis. Moreover, MED was found to be the most critical factor to affect learning achievement. Additionally, in perception evaluation, participants felt satisfied with UG and authentic measurement activities by which their learning motivation and interests in authentic contexts were indeed stimulated. Hence, we suggested that UG was worth promoted and further investigated its effects on authentic geometry learning. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Yunlin University of Science and Technology. No. 123, Section 3, Daxue Road, Douliu City, Yunlin County, Taiwan 64002. e-mail: journal.ets@gmail.com; Web site: https://www.j-ets.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01