Education technology -training course
M. Mehri Tekmeh; M.A. Fariborzi Araghi; E. Reyhani
Background and Objectives: The purpose of this study is to investigate the use of researcher-made examples by GeoGebra software as an educational tool to increase the learning skills of geometric theorems and assess the attitude of 11th-grade math students towards geometry and provide a practical model ...
Background and Objectives: The purpose of this study is to investigate the use of researcher-made examples by GeoGebra software as an educational tool to increase the learning skills of geometric theorems and assess the attitude of 11th-grade math students towards geometry and provide a practical model for teaching geometry.Methods: This research is a quasi-experimental type with an experimental group and a control group. It uses pre-test and post-test and is applied in terms of purpose. The statistical population of the present study included all-female high school students in the eleventh grade of mathematics in the districts three and four of Isfahan in the academic year 2021-2022. The statistical sample consisting of 120 students was purposefully selected using the available sample method. A pre-test of geometry course 1 as well as a three-scale Cattell intelligence test were administered to all groups in the same manner. A researcher-created questionnaire on a five-point Likert scale was given to all groups to assess the students' attitudes towards geometry before and after the research. The opinions of experienced education consultants and teachers were used to assess the validity of the questionnaire, and after correction, it was made available to students. The Cronbach's alpha coefficient was used to determine the reliability of the questions. Reliability was 0.93 indicating the high reliability of the questionnaire. The experimental group was taught how to use, construct simple shapes, and measure the components of shapes in GeoGebra via cyberspace, and their problems were solved by the researcher in five one-hour sessions.A researcher- created nine practical examples related to the sections of the circle and transformation sections in Geometry 2 using the opinions of five experienced professors and teachers, their answers were designed using GeoGebra software, and they were provided to the experimental group. Using this software, they guessed the components and checked their accuracy. The correct answers were then given to them. They also deduced the original form of the relevant theorems and demonstrated them. During this time, the control groups were given the contents of this section of the book in the traditional manner. The post-test was administered equally for all groups at the end of this period. The inferential part of SPSS 25 software, which included MANCOVA analysis, Kolmogorov-Smirnov test, Levin test, and M box test, was used to analyze the obtained data.Findings: The results of MANCOVA analysis show that the use of examples made by GeoGebra software compared to traditional teaching has a statistically significant effect on students' ability to guess and learn geometric theorems. In addition, the questionnaire given to the students show that they value the use of GeoGebra to solve these examples and guess and prove the theorems related to them and have more motivation to participate in the geometry class. Conclusion: According to the findings, the teaching method of proving a geometric theorem by using examples made by GeoGebra software increases the amount of learning in the classroom and increases students' motivation to learn geometry, and makes the classroom more attractive to them. This method increases students' creativity and causes them to be more involved in the learning process and becomes more active in the classroom, and these skills enable students and facilitate learning in the geometry classroom. There were some issues with the research. Some school principals, for example, refused to allow this method of teaching geometry. Some geometry teachers were also unfamiliar with GeoGebra software. In-service courses in this area are ideal for math teachers who want to help their students learn geometry more effectively and enthusiastically.
M. Alizadehjamal; A. Shahvarani; Ali Iranmanesh; A. Tehranian
Background and Objectives: Teachers 'beliefs and ideological structures are one of the main axes of educational research in order to achieve reforms in teachers' teaching methods. There have been several experimental studies on the beliefs of math teachers that have helped to conceptualize and define ...
Background and Objectives: Teachers 'beliefs and ideological structures are one of the main axes of educational research in order to achieve reforms in teachers' teaching methods. There have been several experimental studies on the beliefs of math teachers that have helped to conceptualize and define beliefs and convictions. In a study titled "Developing Teachers 'Beliefs Through Online Education: A One-Year Experience of Teachers' and Scientific Teachers 'Beliefs in Learning and Teaching" by Wong, Wong showed that teachers' beliefs in using online education are influenced by the years of teaching. Skemp, In his study introduced two types of beliefs about mathematics: instrumental mathematics and relational mathematics. Mohammadi and Mosalaei, in a study entitled "Assessing the Beliefs of Selected Math Teachers in the Country Based on Their Demographic-Cognitive Characteristics" showed that teachers' beliefs about the process of updating their professional competencies in teaching increased; Their responsibility for their professional behavior increases. With the advent of new technologies, math teachers have also turned their attention to using a new framework to integrate technology knowledge with pedagogical knowledge and content knowledge. The main aim of the current study was examining the effect of mathematical education on the basis of the content-pedagogical and technological model (TPACK) on changing the beliefs of high school teachers regarding the rate of application of mathematical education software in the teaching process. Methods: The researcher used a semi-experimental two-way pre-test and post-test method to observe the changing beliefs of teachers before and after the implementation of a workshop training in software. The statistical population of this study is all high school math teachers of North Khorasan rovince. Based on Cochran's formula, 73 of them were selected by cluster sampling and were divided into two groups: control (n=33) and experiment (n=40). The standard questionnaire used in this research was made by Zambak (2014), based on the theoretical framework. Data were analyzed by SPSS software and covariance analysis was used to test the research hypothesis. Findings: The results of statistical analysis of this study showed that the holding of a mathematical training workshop using GeoGebra in the form of a "content-pedagogical and technological model (TPACK)" has had a positive impact on the beliefs of high school math teachers about using modern technologies in education. The study's findings also show that some math teachers, while adopting technology as a useful teaching tool for classrooms; But they are concerned about misplaced technology interference in the understanding of a mathematical subject and, therefore, are not encouraged to use technology in their classroom, and allow it only as an informal educational activity. Conclusion: According to the findings of this study, it can be concluded that the development of knowledge and change of math teachers' beliefs about using up-to-date technologies in mathematics teaching based on school facilities and limitations of educational organizations in different provinces of the country is very important. It is suggested that the decision makers in this field, by discovering and identifying talented teachers in different parts of the country, offer short-term and long-term training to enhance their ability to improve the overall level of mathematics teachers in the country.