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Gsp sketchpad1/16/2024 ![]() The second arrow is used only to rotate points and lines. The first is used to click and select a point or line and move it in any direction. The first row indicates three versions of arrows. ![]() Notice below what each button at the left of the screen will do: Open the GSP Program (for information on obtaining a trial visit: Integrating Technology in Mathematics)Ģ. ![]() Demonstrate an understanding of possible misconceptions students may have using GSPġ.Demonstrate the ability to create a square in GSP.Demonstrate the ability to create an equilateral triangle in GSP.Demonstrate the ability to create points, lines, and circles in GSP.Demonstrate an understanding of the capabilities of GSP in a mathematics classroom.Geometer's Sketchpad also allows students to work collaboratively by sharing their own individual ideas and findings with peers and their teachers. 15) proof takes on the role of explanation rather than verification, would be much more appropriate." A constructivist teacher may agree that this is a better way of teaching geometry because students make connections and relationships on their own. An inductive approach based on experimentation, observation, data recording, and conjecturing, in which (as deVilliers proposes in this volume, chap. As discussed in Olive (2002), "The traditional approach to geometry instruction based on definitions, theorems, and their proofs makes little sense in an environment in which real-time phenomena can be explored. There are many educational implications for integrating GSP into a mathematics classroom. New developments and updates to the program are also allowing calculus and algebra teachers to integrate this technology into the classroom. The program allows students to create and explore through geometric proofs. MAXWELL Scientific Publication Corp.Geometer's Sketchpad (GSP) is a new computer program that was developed in the last five years. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( ), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Thus, the Van Hiele’s phases of learning geometry can be applied in classrooms in order to help students achieve better level of geometric thinking. However, the students in the treatment group achieved better levels of geometric thinking compared to the students in control group (t = 34.50, p<0.05). ![]() The results found that the students in both groups showed increment in their post-VHGT as compared to the pre-VHGT. Wilcox on-t test for the design of repeated measurement was used for the data analysis. At the end of the study, the students in both groups were given the VHGT for the second round to analyse their final levels of geometric thinking. Before the study started, students from both groups were given Van Hiele’s Geometry Test (VHGT) to identify their initial levels of geometric thinking. The students in the treatment group learned Form Two’s Transformation topic through the Van Hiele’s phases of learning using the GSP, while the students in the control group learned the same topic conventionally. A total of 47 students were in the control group and the rest were in the treatment group. This quasi-experiment involved 94 students and two teachers. The purpose of this study was to test the effectiveness of Van Hiele’s phases of learning geometry using the Geometer’s Sketchpad (GSP) on students’ levels of geometric thinking.
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