Zambak-pre-geometry-pdf Downloader Fix ⛔

Zambak-pre-geometry-pdf Downloader

The paper discusses the notion of teaching as an art, based on the contemporary ontological struggle of knowledge-based forms of learning and teaching. Its aim is to open a way for the understanding of teaching as process of knowledge acquisition. To this end, the contribution of the Unica Geometry Studio and its dynamic geometry software (DGS) in regard of the instructor-student interaction and its affects on student attainment of knowledge is assessed. The Unica Geometry Studio is the most widely used tool for creating informal geometry problems and generating a rich informal geometry context for instruction and learning. This study was based on the observation of math classes of Grade Four in a public elementary school in Georgia. There were two group sessions: the Experimental Group, who used Unica Geometry Studio, GeoGebra Supported Micro Teaching Applications and TPACK Game Practices, and the Control Group which participated in the same activities except the GeoGebra Supported Micro Teaching Applications. The results of the study indicate a significantly better performance of the experimental group when using Unica Geometry Studio. The results of the study further showed that the use of GeoGebra Supported Micro Teaching Applications and TPACK Game Practices could significantly increase the knowledge production. The knowledge produced can be used to master geometry.

This study focuses on understanding how the students think about geometry, and to what extent the geometry sense that a student acquires is shaped by their personal experiences, their intuition, and their philosophy. The study was undertaken in a teacher training course for Mathematics special education. There were four groups of students; group one consisted of participants with theoretical inclination, group two consisted of participants with concrete inclination, group three consisted of theoretical-concrete and group four consisted of practical-theoretical students. The participants were asked to produce a geometric model of geometry, and they were given a list of 27 steps to guide them in this process. The model was to be brought before the rest of the class. The students in the course were all experienced with geometry teaching. Results indicated that there were no differences in the models produced by the students. The participants’ responses was related to their theoretical inclinations, and their personal experiences. The conclusion drawn was that a student’s ability to produce a model of geometry is shaped by their personal experiences, their intuition and their philosophy. Thus, geometry sense was not necessarily linked to the experience of a student.

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