Date of Award/Publication
2008
Document Type
Thesis
Degree Name
MS in Mathematics, Science, and Technology Education
Abstract
Technology integration into the classroom is more commonplace today. Teachers, administrators, and the student body are given technology in their classrooms in the hopes it will help with learning. The question of whether or not this technology is beneficial or detrimental to the student's learning needs to be researched. Specifically in the Geometry classroom, the query of whether dynamic geometry software helps students learn the geometric concepts or inhibits them from fully understanding the material needs to be explored. Literature on integration of technology is reviewed, an experiment dealing with a traditional instructed geometry lesson and a technology enhanced geometry lesson is explained and results are shown. Modifications to the experiment are suggested to better help future research in order to answer the question of whether technology enhanced instruction in the geometry classroom benefits or deters from the students' learning.
Recommended Citation
McFarland, Andrea, "Traditional Versus Technology Enhanced Instruction in the Geometry Classroom" (2008). Mathematical and Computing Sciences Masters. Paper 101.
https://fisherpub.sjf.edu/mathcs_etd_masters/101
Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations.