{"title":"地理坐标对学生数学教学成绩的影响","authors":"R. Kushwaha, P. Chaurasia, A. Singhal","doi":"10.1109/T4E.2014.54","DOIUrl":null,"url":null,"abstract":"The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. Without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.","PeriodicalId":151911,"journal":{"name":"2014 IEEE Sixth International Conference on Technology for Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2014-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"12","resultStr":"{\"title\":\"Impact on Students' Achievement in Teaching Mathematics Using Geogebra\",\"authors\":\"R. Kushwaha, P. Chaurasia, A. Singhal\",\"doi\":\"10.1109/T4E.2014.54\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. Without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.\",\"PeriodicalId\":151911,\"journal\":{\"name\":\"2014 IEEE Sixth International Conference on Technology for Education\",\"volume\":\"3 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2014-12-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"12\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"2014 IEEE Sixth International Conference on Technology for Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1109/T4E.2014.54\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"2014 IEEE Sixth International Conference on Technology for Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1109/T4E.2014.54","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Impact on Students' Achievement in Teaching Mathematics Using Geogebra
The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. Without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.
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