A story-based dynamic geometry approach to improve attitudes toward geometry and geometric proof
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This work is a part of a larger study, which presents geometry through a daily life story using dynamic geometry software. It aimed in particular to enable students to feel the importance of geometry in daily life, to share in the process of formulating geometric statements and conjectures, to experience the geometric proof more than validating the correctness of geometric statements and to start with a real-life situation and go through seven steps to geometric proof. The content of the suggested approach was organized so that every activity was a prerequisite for entering the next one, either in the structure of geometric concepts or in the geometric story context. Some indications will be presented according to three Likert-type questionnaires, which were prepared by the researcher with the purpose of assessing students’ attitudes toward geometry and geometric proof, using computers in mathematics learning and the suggested approach. The analysis of single responses to questionnaire items showed significant changes in students’ beliefs about geometry, importance and functions of geometric proof and toward using the suggested approach.
KeywordsAttitudes toward geometry and geometry proof Real-life geometry Dynamic geometry software Contextual learning
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