Learning with dynamic geometry programs: Perspectives of teachers and learners

Document Type

Article

Publication Date

2001

Abstract

In this exploratory phenomenological study, part of a larger mixed-design research project, the authors examined teacher and student roles in, and reactions to, a student-centered instructional geometry program using the Geometer's Sketchpad. Grade 7 students worked for 2 weeks in their regularly scheduled mathematics class on activities that allowed them to explain on-screen relationships among geometric shapes. A companion computer-based instructional tutorial was available as an accessible resource. The class sessions and specific dyads were observed, students surveyed, and teacher and selected students interviewed. Findings centered on 2 overarching themes: issues of power and learning. The teacher had difficulty relinquishing control of the learning environment even though she had agreed to do so. Students, however, liked their new freedom, worked hard, and expressed greater interest in the subject material.

Comments

Copyright 2001 Taylor & Francis

A link to full text has been provided for authorized subscribers.

Publication Title

The Journal of Educational Research

Published Citation

Hannafin, Robert D., Jill D. Burruss, and Catherine Little. "Learning with dynamic geometry programs: Perspectives of teachers and learners." The Journal of Educational Research 94.3 (2001): 132-144. DOI: 10.1080/00220670109599911

DOI

10.1080/00220670109599911

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