An Investigation of the Effects of Measuring Authentic Contexts on Geometry Learning Achievement

Autor/inn/en	Hwang, Wu-Yuin; Purba, Siska Wati Dewi; Liu, Yi-Fan; Zhang, Yun-Yuan; Chen, Nian-Shing
Titel	An Investigation of the Effects of Measuring Authentic Contexts on Geometry Learning Achievement
Quelle	In: IEEE Transactions on Learning Technologies, 12 (2019) 3, S.291-302 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hwang, Wu-Yuin) ORCID (Purba, Siska Wati Dewi) ORCID (Liu, Yi-Fan) ORCID (Chen, Nian-Shing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1939-1382
DOI	10.1109/TLT.2018.2853750
Schlagwörter	Geometry; Geometric Concepts; Comparative Analysis; Problem Solving; Elementary School Students; Teaching Methods; Authentic Learning; Mathematics Achievement; Spatial Ability; Student Attitudes; Learner Engagement; Grade 5; Computer Assisted Instruction; Handheld Devices; Computer Software; Foreign Countries; Taiwan + Suchen Sie Ihr Suchwort? Geometrie; Elementare Geometrie; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Räumliches Vorstellungsvermögen; Schülerverhalten; School year 05; 5. Schuljahr; Schuljahr 05; Computer based training; Computerunterstützter Unterricht; Ausland
Abstract	Geometry students have few opportunities to apply geometric concepts and solve geometry problems in authentic contexts. We developed a Ubiquitous Geometry (UG) system to teach geometry to elementary students by using it to measure common objects in authentic contexts. The instant study investigates the effects of UG on student geometry estimation ability, geometry learning achievement, spatial ability, and learning geometric concepts and explores the correlations. Participants were 82 fifth grade students divided into the experiment group (EG), the ruler measurement group (RG), and the control group (CG). The results revealed that the EG students performed significantly better than the others in geometry estimation ability, geometry learning achievement, spatial ability, and understanding geometric concepts. We found that geometry estimation ability is significantly related to spatial ability and geometry learning achievement, which means fostering estimation ability through measuring authentic objects could help students to learn geometry. Finally, students perceived that UG engaged them more in geometry and improved their interest in learning because the activity designs related more to their daily life, thereby enhancing their sense of confidence and satisfaction. Conclusions include that UG effectively enhances student geometry estimation ability, geometry learning achievement, spatial ability, and understanding of geometric concepts. (As Provided).
Anmerkungen	Institute of Electrical and Electronics Engineers, Inc. 445 Hoes Lane, Piscataway, NJ 08854. Tel: 732-981-0060; Web site: http://ieeexplore.ieee.org/xpl/RecentIssue.jsp?punumber=4620076
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01