International Journal of Contemporary Educational Research
Araştırma Makalesi
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Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics

Yıl 2020, Cilt 7, Sayı 2, 48 - 61, 30.12.2020

Bilal ÖZÇAKIR Duygu ÖZDEMİR Yasemin KIYMAZ

https://doi.org/10.33200/ijcer.664985

Öz

Gifted students have potential to improve countries and this potential can be revealed and developed in schools where they spend most of their times with other regular students. However, these classrooms have some limitations for them; hence, they need some differentiated activities. Usage of dynamic geometry in mathematics lessons could be an opportunity to provide differentiated activities. Therefore, the aim of this study is to explore effects of mathematics lessons integrated with dynamic geometry activities on students' van Hiele geometric thinking levels controlling their probability for mathematical giftedness. Participants of the study were fifty-three fifth graders from a private school in Marmaris, Turkey. These students were grouped in terms of their probability of mathematical giftedness. Seven dynamic geometry activities about properties of line segments, triangles and quadrilaterals were developed and implemented in classrooms with tablets. Van Hiele geometric thinking level test was administered to the participants as pre-test and post-test. Results showed that dynamic geometry activities help students to move from geometric thinking level about recognizing shapes with visual clues to higher level about geometrical properties of shapes, namely relationship among shapes and their properties. Moreover, interaction between their probability for mathematical giftedness and improvements in geometric thinking levels were found. This study may contribute both to the gifted education and mathematics education fields by exploring the improvements in geometric thinking level and differentiated opportunities for gifted students. As a suggestion, a more comprehensive experimental study with larger samples so as to obtain generalize the findings could be conducted as a further study.

Anahtar Kelimeler

Mathematically gifted, Mathematics education, Dynamic geometry activities, Geometric thinking levels

Kaynakça

  • Battista, M. T. (2007). The development of Geometric and Spatial Thinking. In F. K. Lester, Jr., (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp.843-908). Charlotte, NC: Information Age Publishing.
  • Baykoç, N. (2010). Üstün ve özel yetenekli çocuklar ve eğitimleri [Education of gifted and specialized children]. In N. Baykoç (Ed.), Öğretmenlik programları için özel eğitim [Special education for teaching programs] (pp. 301-337). Ankara: Gündüz Eğitim ve Yayıncılık.
  • Baykoç, N. (2011). Üstün ve özel yetenekli çocuklar ve eğitimleri (Education of Gifted and Specialized Children). In N. Baykoç (Ed.), Özel gereksinimli çocuklar ve özel eğitim [Special Needs Students and Special Education] (pp.359-386). Ankara: Eğiten Kitap.
  • Baykoç, N. (2014). Üstün yetenek gelişimleri ve eğitimleri [Education and Developments of Gifted]. Ankara: Vize Yayıncılık.
  • Cansız - Aktaş, M., & Aktaş, D. Y. (2012). Investigating Explanation of Relations Between Quadrilaterals in the 7th Grade Elementary School Mathematics Curriculum, Textbooks And Students’ Workbooks. e-Journal of New World Sciences Academy NWSA-Education Sciences, 1C0548, 7(2), 848-858.
  • Casa, T. M., Firmender, J. M., Gavin, M. K., & Carroll, S. R. (2017). Kindergarteners’ achievement on geometry and measurement units that incorporate a gifted education approach. Gifted Child Quarterly, 61(1), 52-72.
  • Crowley, M. L. (1987). The van Hiele Model of the Development of Geometric Thought. In M. M. Lindquist (Ed.), Learning and Teaching Geometry, K-12, Yearbook of the National Council of Teachers of Mathematics (pp.1-16). Reston, Va.: National Council of Teachers of Mathematics.
  • Dağlıoğlu, H. E. (2004). Okul öncesi eğitim kurumuna devam eden beş altı yaş grubunda ve matematik alanında üstün yetenekli olan çocukların sosyodemogrofik özellikler bakımından incelenmesi [Investigation of the children in the age group of five and six and who are gifted in mathematics in terms of sociodemogrophic characteristics]. In M.R. Şirin, A. Kulaksızoğlu & A.E. Bilgili (Eds), 1. Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Bildiriler Kitabı (pp. 247-261). İstanbul: Çocuk Vakfı Yayınları.
  • Davaslıgil, Ü. (2004). Yüksek matematik yeteneğinin erken kestirimi [Early estimation of high math ability]. In M. R. Şirin, A. Kulaksızoğlu, A.E. Bilgili (Eds.), 1. Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Bildiriler Kitabı (pp. 263-283). İstanbul: Çocuk Vakfı Yayınları.
  • Duatepe, A. (2004). The Effects of Drama Based Instruction on Seventh Grade Students’ Geometry Achievement, Van Hiele Geometric Thinking Levels, Attitude Toward Mathematics and Geometry [Unpublished doctoral dissertation]. Middle East Technical University, Ankara, Turkey.
  • Deringöl, Y., & Davaslıgil, Ü. (2020). The effect of differentiated mathematics programs on the mathematics attitude of gifted children. Mojes. Malaysian Online Journal of Educational Sciences, 8(1), 27-37.
  • Davis, G. & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Needham Heights, MA: Allyn & Bacon.
  • Edwards, J. A., & Jones, K. (2006). Linking geometry and algebra with GeoGebra. Mathematics Teaching, 194, 28-30.
  • El-Demerdash, M. (2010). The effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity in high schools [Unpublished doctoral dissertation]. University of Education, Karlsruhe.
  • Erdogan, A., & Yemenli, E. (2019). Gifted students’ attitudes towards mathematics: a qualitative multidimensional analysis. Asia Pacific Education Review, 20(1), 37-52.
  • Fidan, Y. & Türnüklü, E. (2010). İlköğretim 5. Sınıf Öğrencilerinin Geometrik Düşünme Düzeylerinin Bazı Değişkenler Açışından İncelenmesi. [Investigation of Geometric Thinking Levels of Primary School 5th Grade Students in Terms of Some Variables]. Pamukkale University Journal of Education, 27, 185-197.
  • Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., Sheffield, L. J., & Spinelli, A. M. (2007). Project M3: Mentoring mathematical minds - A research-based curriculum for talented elementary students. Journal of Advanced Academics, 18(4), 566-585.
  • Gawlick, T. (2005). Connecting arguments to actions - Dynamic geometry as means for attainment of higher van Hiele levels. Zentralblatt für Didaktik der Mathematik, 37(5), 361-370.
  • Greenes C. (1981). Identifying the gifted student in mathematics. In J., A. Hatch (Ed.) Doing qualitative research in education settings. Albany: State University of New York Press.
  • Hannah J., James A., Montelle C., & Nokes J. (2011). Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics. International Journal of Mathematical Education in Science and Technology, 42(3), 299-312.
  • Johnson, D. T. (2000). Teaching mathematics to gifted students in a mixed-ability classroom. Reston, VA: Eric Clearinghouse.
  • Karaduman, G. B. (2010). Üstün yetenekli öğrenciler için uygulanan farklılaştırılmış matematik eğitim programları [Differentiated mathematics education programs for gifted students]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 13(1), 1-12.
  • Karakuş, F. & Peker, M. (2015). The effects of dynamic geometry software and physical manipulatives on pre-service primary teachers’ van Hiele levels and spatial abilities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(3), 338-365.
  • Kamarudin, M. F. B., Kamarulzaman, M. H. B., & Ishak, N. M. (2018). The Relationship between Gender, Age, and Attitude toward Mathematics among Malaysian Gifted Students. The Educational Review, USA, 2(8), 410-416.
  • Kontostavlou, E. Z., & Drigas, A. S. (2019). The Use of Information and Communications Technology (ICT) in Gifted Students. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 7(2), 60-67.
  • Krutetski, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: The University of Chicago Press.
  • Laborde, C., Kynigos, K. H. & Strasser, R. (2006). Teaching and learning geometry with technology. In A. Gutierrez, P. Boero (Eds), Handbook of research of the psychology of mathematics education: Past, present and future (pp. 275-304), Rotterdam, The Netherlands: Sense Publishers.
  • Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman and B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129-145). Rotterdam, the Netherlands: Sense Publishers.
  • Levenberg, İ & Shaham, C . (2014). Formulation of Word Problems in Geometry by Gifted Pupils. Journal for the Education of Gifted Young Scientists, 2(2), 28-40.
  • Malloy, C. (2002). The van Hiele Framework in Navigating Through Geometry in Grades 6-8. Reston, VA: NCTM.
  • Maryland, S. P. (1972). Education of gifted and talented. Washington DC: US Office of Education.
  • Maxwell, K. (2001). Positive learning dispositions in mathematics. ACE Papers, 11, 30-39.
  • Mayer, R. E. (2005). The scientific study of giftedness. Conceptions of Giftedness, 2, 437-447.
  • Miller, R. C. (1990). Discovering mathematical talent (ERIC Digest No. E482). Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education.
  • Ministry of National Education [MoNE]. (2018), Matematik Dersi Öğretim Programı (Mathematics Curricula Program). Ankara: MEB.
  • National Association for Gifted Children (2005). What is gifted?. Retrieved from http://www.nagc.org/index.aspx?id=574&an
  • National Council of Teachers of Mathematics. (2010). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: Author.
  • Olkun, S., Sinoplu, N. B., & Deryakulu, D. (2005). Geometric Explorations with Dynamic Geometry Applications based on van Hiele Levels. International Journal for Mathematics Teaching and Learning, 6, 1-12.
  • Özçakır, B. (2013). The Effects of Mathematics Instruction Supported by Dynamic Geometry Activities on Seventh Grade Students’ Achievement in Area of Quadrilaterals [Unpublished master thesis], Middle East Technical University, Ankara, Turkey.
  • Özçakır, B. & Çakıroğlu, E. (2019). Effects of dynamic geometry activities on seventh graders’ achievement in area of quadrilaterals. International Journal for Mathematics Teaching and Learning 20(2), 257-271.
  • Özdemir D. (2016). Design and development of differentiated tasks for 5th and 6th grade mathematical gifted students [Unpublished doctoral dissertation]. Ankara: Middle East Technical University.
  • Özdemir, D. (2018). Matematikte üstün yetenekli ilköğretim öğrencilerinin okullarındaki matematik derslerine ilişkin algıları [Perceptions of Gifted Students in Mathematics Related to Mathematics Courses in Their Schools]. Kastamonu Eğitim Dergisi, 26(1), 153-160.
  • Park, H. S., & Park, K. H. (2006). Analysis on the mathematical disposition of the mathematical gıfted students in the middle school of Korea. Journal of the Korea Society of Mathematical Education Series, 10(2), 125-134.
  • Periathiruvadi, S. & Rinn, A. N. (2012). Technology in gifted education: A Review of best practices and empirical research, Journal of Research on Technology in Education, 45(2), 153-169.
  • Pierce R. L., Cassady J.C., Adams C. M., Neumeister K. L. S., Dixon F. A., & Cross T. L. (2011). The effects of clustering and curriculum on the development of gifted learners’ math achievement. Journal for the Education of the Gifted, 34(4), 569–594.
  • Pitta-Pantazi D. P., Christou C., Kontoyianni K., & Kattou M. (2011). A model of mathematical giftedness: integrating natural, creative, and mathematical abilities. Canadian Journal of Science, Mathematics and Technology Education, 11(1), 39-54.
  • Renzulli, J. S. (1979). What makes giftedness? Reexamining a definition. USA: Chronicle Guidance Publications.
  • Ryser, G.R. & Johnsen, S.K. (1998). Test of mathematical abilities for gifted students. Austin, TX: Pro-ed.
  • Salvia, J., & Ysseldyke, J. E. (1995). Using student portfolios in assessment. NJ: Houghton Mifflin Company.
  • Selçik, N. & Bilgici, G. (2011). The effects of the Geogebra software on students’ academic achievement. Kastamonu Eğitim Dergisi, 19(3), 913-924.
  • Sheffield, L. J. (1994). The development of gifted and talented mathematics students and the National Council of Teachers of Mathematics Standards (Research Monograph No. 9404). Storrs: National Research Center on the Gifted and Talented, University of Connecticut.
  • Shillor, I. (1997). Gifted Mathematicians Constructing Their Own Geometries-Changes in Knowledge and Attitudes. Gifted Education International, 12(2), 102–105.
  • Sriraman, B., Haavold P., & Lee K. (2013). Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward. Mathematics Education, 45(1), 215–225.
  • Sternberg, R. J. (1997). A Triarchic View of Giftedness: Theory and Practice. In N. Coleangelo & G. A. Davis (Eds.), Handbook of Gifted Education (pp. 43–53). Boston, MA: Allyn and Bacon.
  • Suydam, M. N. (1985). The Shape of Instruction in Geometry. Some Highlights from Research, Mathematics Teacher, 7, 481-486.
  • Tabach, M. (2011). A Mathematics Teacher’s Practice in a Technological Environment; A Case Study Analysis Using Two Complementary Theories. Technologgy, Knowledge and Learning, 16(3), 247-265.
  • Tall, D. (1998). Information Technology and Mathematics Education: Enthusiasms, Possibilities & Realities. In C. Alsina, J. M. Alvarez, M. Niss, A. Perez, L. Rico, A. Sfard (Eds), Proceedings of the 8th International Congress on Mathematical Education (pp. 65-82), Seville: SAEM Thales.
  • Tanahan, E. (2006). Actual and ideal instructional practices in California high school gifted geometry education [Unpublished doctoral dissertation], University of Southern California. Taylor, C. (2008). Promoting Mathematical Understanding through Open-Ended Tasks; Experiences of an Eighth-Grade Gifted Geometry Class [Unpublished Doctoral Dissertation]. Georgia State University, Georgia.
  • Tan-Şişman, G., & Aksu, M. (2012). Sixth Grade Students’ Performance on Length, Area, and Volume Measurement. Education and Science, 37, 141-145.
  • Thomas, M. O. & Holton, D. (2003). Technology as a tool for teaching undergraduate mathematics. In A. Bishop, M. A. K. Clements, J. Keitel-Kreidt, & F. K. S. Leung (Eds.) Second international handbook of mathematics education (pp. 351-394), Netherlands: Springer.
  • Thomas, R. J. (2019). Mathematics Achievement among Fourth Grade Gifted Students in Inclusion and Pull-Out Programs [Unpublished doctoral dissertation]. Grand Canyon University.
  • Tieso, C. (2003). Ability grouping is not just tracking anymore. Roeper Review, 26, 29-38.
  • Trna, J. (2014). IBSE and gifted students. Science Education International, 25(1), 19-28.
  • Usiskin, Z. (1982). van Hiele levels and achievement in secondary school geometry. CDASSG Project. Chicago, US: The University of Chicago.
  • Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes, MA: Harvard University Press.
  • Ysseldyke, J., Tardrew, S., Betts, J., Thill, T., & Hannigan, E. (2004). Use of an Instructional Management System to Enhance Math Instruction of Gifted and Talented Students. Journal for the Education of the Gifted, 27(4), 293-310.

Yıl 2020, Cilt 7, Sayı 2, 48 - 61, 30.12.2020

Bilal ÖZÇAKIR Duygu ÖZDEMİR Yasemin KIYMAZ

https://doi.org/10.33200/ijcer.664985

Öz

Kaynakça

  • Battista, M. T. (2007). The development of Geometric and Spatial Thinking. In F. K. Lester, Jr., (Ed.), Second Handbook of Research on Mathematics Teaching and Learning (pp.843-908). Charlotte, NC: Information Age Publishing.
  • Baykoç, N. (2010). Üstün ve özel yetenekli çocuklar ve eğitimleri [Education of gifted and specialized children]. In N. Baykoç (Ed.), Öğretmenlik programları için özel eğitim [Special education for teaching programs] (pp. 301-337). Ankara: Gündüz Eğitim ve Yayıncılık.
  • Baykoç, N. (2011). Üstün ve özel yetenekli çocuklar ve eğitimleri (Education of Gifted and Specialized Children). In N. Baykoç (Ed.), Özel gereksinimli çocuklar ve özel eğitim [Special Needs Students and Special Education] (pp.359-386). Ankara: Eğiten Kitap.
  • Baykoç, N. (2014). Üstün yetenek gelişimleri ve eğitimleri [Education and Developments of Gifted]. Ankara: Vize Yayıncılık.
  • Cansız - Aktaş, M., & Aktaş, D. Y. (2012). Investigating Explanation of Relations Between Quadrilaterals in the 7th Grade Elementary School Mathematics Curriculum, Textbooks And Students’ Workbooks. e-Journal of New World Sciences Academy NWSA-Education Sciences, 1C0548, 7(2), 848-858.
  • Casa, T. M., Firmender, J. M., Gavin, M. K., & Carroll, S. R. (2017). Kindergarteners’ achievement on geometry and measurement units that incorporate a gifted education approach. Gifted Child Quarterly, 61(1), 52-72.
  • Crowley, M. L. (1987). The van Hiele Model of the Development of Geometric Thought. In M. M. Lindquist (Ed.), Learning and Teaching Geometry, K-12, Yearbook of the National Council of Teachers of Mathematics (pp.1-16). Reston, Va.: National Council of Teachers of Mathematics.
  • Dağlıoğlu, H. E. (2004). Okul öncesi eğitim kurumuna devam eden beş altı yaş grubunda ve matematik alanında üstün yetenekli olan çocukların sosyodemogrofik özellikler bakımından incelenmesi [Investigation of the children in the age group of five and six and who are gifted in mathematics in terms of sociodemogrophic characteristics]. In M.R. Şirin, A. Kulaksızoğlu & A.E. Bilgili (Eds), 1. Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Bildiriler Kitabı (pp. 247-261). İstanbul: Çocuk Vakfı Yayınları.
  • Davaslıgil, Ü. (2004). Yüksek matematik yeteneğinin erken kestirimi [Early estimation of high math ability]. In M. R. Şirin, A. Kulaksızoğlu, A.E. Bilgili (Eds.), 1. Türkiye Üstün Yetenekli Çocuklar Kongresi Seçilmiş Bildiriler Kitabı (pp. 263-283). İstanbul: Çocuk Vakfı Yayınları.
  • Duatepe, A. (2004). The Effects of Drama Based Instruction on Seventh Grade Students’ Geometry Achievement, Van Hiele Geometric Thinking Levels, Attitude Toward Mathematics and Geometry [Unpublished doctoral dissertation]. Middle East Technical University, Ankara, Turkey.
  • Deringöl, Y., & Davaslıgil, Ü. (2020). The effect of differentiated mathematics programs on the mathematics attitude of gifted children. Mojes. Malaysian Online Journal of Educational Sciences, 8(1), 27-37.
  • Davis, G. & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Needham Heights, MA: Allyn & Bacon.
  • Edwards, J. A., & Jones, K. (2006). Linking geometry and algebra with GeoGebra. Mathematics Teaching, 194, 28-30.
  • El-Demerdash, M. (2010). The effectiveness of an enrichment program using dynamic geometry software in developing mathematically gifted students' geometric creativity in high schools [Unpublished doctoral dissertation]. University of Education, Karlsruhe.
  • Erdogan, A., & Yemenli, E. (2019). Gifted students’ attitudes towards mathematics: a qualitative multidimensional analysis. Asia Pacific Education Review, 20(1), 37-52.
  • Fidan, Y. & Türnüklü, E. (2010). İlköğretim 5. Sınıf Öğrencilerinin Geometrik Düşünme Düzeylerinin Bazı Değişkenler Açışından İncelenmesi. [Investigation of Geometric Thinking Levels of Primary School 5th Grade Students in Terms of Some Variables]. Pamukkale University Journal of Education, 27, 185-197.
  • Gavin, M. K., Casa, T. M., Adelson, J. L., Carroll, S. R., Sheffield, L. J., & Spinelli, A. M. (2007). Project M3: Mentoring mathematical minds - A research-based curriculum for talented elementary students. Journal of Advanced Academics, 18(4), 566-585.
  • Gawlick, T. (2005). Connecting arguments to actions - Dynamic geometry as means for attainment of higher van Hiele levels. Zentralblatt für Didaktik der Mathematik, 37(5), 361-370.
  • Greenes C. (1981). Identifying the gifted student in mathematics. In J., A. Hatch (Ed.) Doing qualitative research in education settings. Albany: State University of New York Press.
  • Hannah J., James A., Montelle C., & Nokes J. (2011). Meeting the needs of our best and brightest: curriculum acceleration in tertiary mathematics. International Journal of Mathematical Education in Science and Technology, 42(3), 299-312.
  • Johnson, D. T. (2000). Teaching mathematics to gifted students in a mixed-ability classroom. Reston, VA: Eric Clearinghouse.
  • Karaduman, G. B. (2010). Üstün yetenekli öğrenciler için uygulanan farklılaştırılmış matematik eğitim programları [Differentiated mathematics education programs for gifted students]. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 13(1), 1-12.
  • Karakuş, F. & Peker, M. (2015). The effects of dynamic geometry software and physical manipulatives on pre-service primary teachers’ van Hiele levels and spatial abilities. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 6(3), 338-365.
  • Kamarudin, M. F. B., Kamarulzaman, M. H. B., & Ishak, N. M. (2018). The Relationship between Gender, Age, and Attitude toward Mathematics among Malaysian Gifted Students. The Educational Review, USA, 2(8), 410-416.
  • Kontostavlou, E. Z., & Drigas, A. S. (2019). The Use of Information and Communications Technology (ICT) in Gifted Students. International Journal of Recent Contributions from Engineering, Science & IT (iJES), 7(2), 60-67.
  • Krutetski, V. A. (1976). The psychology of mathematical abilities in school children. Chicago: The University of Chicago Press.
  • Laborde, C., Kynigos, K. H. & Strasser, R. (2006). Teaching and learning geometry with technology. In A. Gutierrez, P. Boero (Eds), Handbook of research of the psychology of mathematics education: Past, present and future (pp. 275-304), Rotterdam, The Netherlands: Sense Publishers.
  • Leikin, R. (2009). Exploring mathematical creativity using multiple solution tasks. In R. Leikin, A. Berman and B. Koichu (Eds.), Creativity in mathematics and the education of gifted students (pp. 129-145). Rotterdam, the Netherlands: Sense Publishers.
  • Levenberg, İ & Shaham, C . (2014). Formulation of Word Problems in Geometry by Gifted Pupils. Journal for the Education of Gifted Young Scientists, 2(2), 28-40.
  • Malloy, C. (2002). The van Hiele Framework in Navigating Through Geometry in Grades 6-8. Reston, VA: NCTM.
  • Maryland, S. P. (1972). Education of gifted and talented. Washington DC: US Office of Education.
  • Maxwell, K. (2001). Positive learning dispositions in mathematics. ACE Papers, 11, 30-39.
  • Mayer, R. E. (2005). The scientific study of giftedness. Conceptions of Giftedness, 2, 437-447.
  • Miller, R. C. (1990). Discovering mathematical talent (ERIC Digest No. E482). Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education.
  • Ministry of National Education [MoNE]. (2018), Matematik Dersi Öğretim Programı (Mathematics Curricula Program). Ankara: MEB.
  • National Association for Gifted Children (2005). What is gifted?. Retrieved from http://www.nagc.org/index.aspx?id=574&an
  • National Council of Teachers of Mathematics. (2010). Curriculum and Evaluation Standards for School Mathematics. Reston, VA: Author.
  • Olkun, S., Sinoplu, N. B., & Deryakulu, D. (2005). Geometric Explorations with Dynamic Geometry Applications based on van Hiele Levels. International Journal for Mathematics Teaching and Learning, 6, 1-12.
  • Özçakır, B. (2013). The Effects of Mathematics Instruction Supported by Dynamic Geometry Activities on Seventh Grade Students’ Achievement in Area of Quadrilaterals [Unpublished master thesis], Middle East Technical University, Ankara, Turkey.
  • Özçakır, B. & Çakıroğlu, E. (2019). Effects of dynamic geometry activities on seventh graders’ achievement in area of quadrilaterals. International Journal for Mathematics Teaching and Learning 20(2), 257-271.
  • Özdemir D. (2016). Design and development of differentiated tasks for 5th and 6th grade mathematical gifted students [Unpublished doctoral dissertation]. Ankara: Middle East Technical University.
  • Özdemir, D. (2018). Matematikte üstün yetenekli ilköğretim öğrencilerinin okullarındaki matematik derslerine ilişkin algıları [Perceptions of Gifted Students in Mathematics Related to Mathematics Courses in Their Schools]. Kastamonu Eğitim Dergisi, 26(1), 153-160.
  • Park, H. S., & Park, K. H. (2006). Analysis on the mathematical disposition of the mathematical gıfted students in the middle school of Korea. Journal of the Korea Society of Mathematical Education Series, 10(2), 125-134.
  • Periathiruvadi, S. & Rinn, A. N. (2012). Technology in gifted education: A Review of best practices and empirical research, Journal of Research on Technology in Education, 45(2), 153-169.
  • Pierce R. L., Cassady J.C., Adams C. M., Neumeister K. L. S., Dixon F. A., & Cross T. L. (2011). The effects of clustering and curriculum on the development of gifted learners’ math achievement. Journal for the Education of the Gifted, 34(4), 569–594.
  • Pitta-Pantazi D. P., Christou C., Kontoyianni K., & Kattou M. (2011). A model of mathematical giftedness: integrating natural, creative, and mathematical abilities. Canadian Journal of Science, Mathematics and Technology Education, 11(1), 39-54.
  • Renzulli, J. S. (1979). What makes giftedness? Reexamining a definition. USA: Chronicle Guidance Publications.
  • Ryser, G.R. & Johnsen, S.K. (1998). Test of mathematical abilities for gifted students. Austin, TX: Pro-ed.
  • Salvia, J., & Ysseldyke, J. E. (1995). Using student portfolios in assessment. NJ: Houghton Mifflin Company.
  • Selçik, N. & Bilgici, G. (2011). The effects of the Geogebra software on students’ academic achievement. Kastamonu Eğitim Dergisi, 19(3), 913-924.
  • Sheffield, L. J. (1994). The development of gifted and talented mathematics students and the National Council of Teachers of Mathematics Standards (Research Monograph No. 9404). Storrs: National Research Center on the Gifted and Talented, University of Connecticut.
  • Shillor, I. (1997). Gifted Mathematicians Constructing Their Own Geometries-Changes in Knowledge and Attitudes. Gifted Education International, 12(2), 102–105.
  • Sriraman, B., Haavold P., & Lee K. (2013). Mathematical creativity and giftedness: a commentary on and review of theory, new operational views, and ways forward. Mathematics Education, 45(1), 215–225.
  • Sternberg, R. J. (1997). A Triarchic View of Giftedness: Theory and Practice. In N. Coleangelo & G. A. Davis (Eds.), Handbook of Gifted Education (pp. 43–53). Boston, MA: Allyn and Bacon.
  • Suydam, M. N. (1985). The Shape of Instruction in Geometry. Some Highlights from Research, Mathematics Teacher, 7, 481-486.
  • Tabach, M. (2011). A Mathematics Teacher’s Practice in a Technological Environment; A Case Study Analysis Using Two Complementary Theories. Technologgy, Knowledge and Learning, 16(3), 247-265.
  • Tall, D. (1998). Information Technology and Mathematics Education: Enthusiasms, Possibilities & Realities. In C. Alsina, J. M. Alvarez, M. Niss, A. Perez, L. Rico, A. Sfard (Eds), Proceedings of the 8th International Congress on Mathematical Education (pp. 65-82), Seville: SAEM Thales.
  • Tanahan, E. (2006). Actual and ideal instructional practices in California high school gifted geometry education [Unpublished doctoral dissertation], University of Southern California. Taylor, C. (2008). Promoting Mathematical Understanding through Open-Ended Tasks; Experiences of an Eighth-Grade Gifted Geometry Class [Unpublished Doctoral Dissertation]. Georgia State University, Georgia.
  • Tan-Şişman, G., & Aksu, M. (2012). Sixth Grade Students’ Performance on Length, Area, and Volume Measurement. Education and Science, 37, 141-145.
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Ayrıntılar

Birincil Dil İngilizce
Konular Sosyal
Bölüm Articles
Yazarlar

Bilal ÖZÇAKIR (Sorumlu Yazar)
ALANYA ALAADDİN KEYKUBAT ÜNİVERSİTESİ
0000-0003-2852-1791
Türkiye

Duygu ÖZDEMİR
ISTANBUL AYDIN UNIVERSITY
0000-0001-5841-3404
Türkiye

Yasemin KIYMAZ
AHİ EVRAN ÜNİVERSİTESİ
0000-0002-2189-183X
Türkiye

Yayımlanma Tarihi 30 Aralık 2020
Yayınlandığı Sayı Yıl 2020, Cilt 7, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { ijcer664985, journal = {International Journal of Contemporary Educational Research}, issn = {}, eissn = {2148-3868}, address = {}, publisher = {Muhammed ZİNCİRLİ}, year = {2020}, volume = {7}, pages = {48 - 61}, doi = {10.33200/ijcer.664985}, title = {Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics}, key = {cite}, author = {Özçakır, Bilal and Özdemir, Duygu and Kıymaz, Yasemin} }
APA Özçakır, B. , Özdemir, D. & Kıymaz, Y. (2020). Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics . International Journal of Contemporary Educational Research , 7 (2) , 48-61 . DOI: 10.33200/ijcer.664985
MLA Özçakır, B. , Özdemir, D. , Kıymaz, Y. "Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics" . International Journal of Contemporary Educational Research 7 (2020 ): 48-61 <http://ijcer.net/tr/pub/issue/58098/664985>
Chicago Özçakır, B. , Özdemir, D. , Kıymaz, Y. "Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics". International Journal of Contemporary Educational Research 7 (2020 ): 48-61
RIS TY - JOUR T1 - Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics AU - Bilal Özçakır , Duygu Özdemir , Yasemin Kıymaz Y1 - 2020 PY - 2020 N1 - doi: 10.33200/ijcer.664985 DO - 10.33200/ijcer.664985 T2 - International Journal of Contemporary Educational Research JF - Journal JO - JOR SP - 48 EP - 61 VL - 7 IS - 2 SN - -2148-3868 M3 - doi: 10.33200/ijcer.664985 UR - https://doi.org/10.33200/ijcer.664985 Y2 - 2020 ER -
EndNote %0 International Journal of Contemporary Educational Research Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics %A Bilal Özçakır , Duygu Özdemir , Yasemin Kıymaz %T Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics %D 2020 %J International Journal of Contemporary Educational Research %P -2148-3868 %V 7 %N 2 %R doi: 10.33200/ijcer.664985 %U 10.33200/ijcer.664985
ISNAD Özçakır, Bilal , Özdemir, Duygu , Kıymaz, Yasemin . "Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics". International Journal of Contemporary Educational Research 7 / 2 (Aralık 2020): 48-61 . https://doi.org/10.33200/ijcer.664985
AMA Özçakır B. , Özdemir D. , Kıymaz Y. Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics. International Journal of Contemporary Educational Research. 2020; 7(2): 48-61.
Vancouver Özçakır B. , Özdemir D. , Kıymaz Y. Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics. International Journal of Contemporary Educational Research. 2020; 7(2): 48-61.
IEEE B. Özçakır , D. Özdemir ve Y. Kıymaz , "Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics", International Journal of Contemporary Educational Research, c. 7, sayı. 2, ss. 48-61, Ara. 2021, doi:10.33200/ijcer.664985

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IJCER (International Journal of Contemporary Educational Research) ISSN: 2148-3868