Using Computer Supported Collaborative Dynamic Learning Environment in the Instruction of Conics
Journal Title: International Journal of Educational Studies in Mathematics (IJESIM) - Year 2016, Vol 3, Issue 2
Abstract
The purpose of this research is to evaluate the applicability of Computer Supported Collaborative Dynamic Learning in the teaching of conics. A qualitative research methodology was used in the study. The sample of the study was composed of a high school mathematics teacher and 26 high school students who were taught by the teacher. The study was carried out in four weeks and the interviews carried out with the teacher and the students. the focus group interviews with students, and the classroom observation form were utilised as data collection tools. The qualitative data obtained from the research were analysed via content analysis and descriptive analysis. As a result of the data analysis, it was found that the behaviours of the teacher and the learning environment were suitable for CSCDL beginning from the first lesson and the behaviours of the students who formed the teams improved to match to the CSCDL environment. Moreover, the students and the teacher thought that learning conics in a CSCDL environment promoted permanent learning, facilitated learning and increased interest in the course. The teacher and the students stated that regarding the dynamic materials and worksheets, the variables were given different values and they helped to visualize the subject and to distinguish the differences between the values. In addition to these, they emphasised that collaborative work fostered collaborative learning. While the students stated that the most important factor which had an effect on learning conics in a CSCDL environment was that they could implement materials as an individual or as a team; the teacher stated that they could see the different values of the variables and the students played an active role in the lesson. Quizzes were conducted, generalizations were made via discussions, and their accuracy was observed. Considering making generalizations, both the teacher and the students emphasized understanding of ellipse, hyperbola, and parabola conceptually.
Authors and Affiliations
Türkan Berrin Kağızmanlı, Enver Tatar
Keywords
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- EP ID EP471202
- DOI 10.17278/ijesim.2016.02.004
- Views 92
- Downloads 0
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