A Comparative Study of the Effects of Using Dynamic Geometry Software and Physical Manipulatives on the Spatial Visualisation Skills of Pre-Service Mathematics Teachers

Autor/inn/en	Baki, Adnan; Kosa, Temel; Guven, Bulent
Titel	A Comparative Study of the Effects of Using Dynamic Geometry Software and Physical Manipulatives on the Spatial Visualisation Skills of Pre-Service Mathematics Teachers
Quelle	In: British Journal of Educational Technology, 42 (2011) 2, S.291-310 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/j.1467-8535.2009.01012.x
Schlagwörter	Control Groups; Quasiexperimental Design; Computer Software; Comparative Analysis; Mathematics Teachers; Geometry; Conventional Instruction; Mathematics Instruction; Spatial Ability; Visualization; Preservice Teachers; Preservice Teacher Education; Manipulative Materials; Mathematics Achievement; Educational Technology; Computer Assisted Instruction; Computer Simulation; Pretests Posttests; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Geometrie; Mathematics lessons; Mathematikunterricht; Räumliches Vorstellungsvermögen; Visualisation; Visualisierung; Lehramtsstudiengang; Lehrerausbildung; Hilfsmittel; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computergrafik; Computersimulation; Unterrichtserfolg
Abstract	The study compared the effects of dynamic geometry software and physical manipulatives on the spatial visualisation skills of first-year pre-service mathematics teachers. A pre- and post-test quasi-experimental design was used. The Purdue Spatial Visualisation Test (PSVT) was used for the pre- and post-test. There were three treatment groups. The first group (n = 34) used Dynamic Geometry Software (DGS) Cabri 3D as a virtual manipulative and the second group (n = 32) used physical manipulatives. In the control group (n = 30), the students received traditional instruction. The results of the study showed that physical manipulatives and DGS-based types of instruction are more effective in developing the students' spatial visualisation skills than traditional instruction. In addition, students in the DGS-based group performed better than the physical manipulative-based group in the views section of the PSVT. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10