ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014

The Geometer’s Sketchpad Education on Moddle Assistant Professor JALE ĠPEK Orkun MERSĠNOĞULLARI, Osman Gazi YILDIRIM, Pelin ÖZMÜġ, Saliha Handan DUYMAZ, Tansel TEPE, UlaĢ ĠLĠC Ege University Abstract: Materials used in traditional geometry education like blackboard, pen, paper and ruler have slightly little contribution on the vision of students related to geometric shapes and their attributes. By the help of The Geometer’s Sketchpad (GSP), which is computer aided education software; students can envision geometric shapes, change attributes of shapes, detect geometric relationships and achieve deduction of concepts. In addition, this software helps teachers enrich geometry lessons by providing visualization and make lessons more effective. In order students to use this software in geometry lessons, math teachers initially should learn how to use and integrate it into their lessons. The aim of this study is to teach candidate math teachers how to use GSP software using MOODLE environment and investigate attitude of math candidate teachers towards using computer in their lessons. The scope of this study consists of 30 formation teachers in Ege University Education Faculty in 2011-2012 Spring Semesters. GSP education using MOODLE environment consists of 6 weeks. During this study, assignments delivered weekly are evaluated by researchers. At the beginning of the study, Computer Aided Math Education Questionnaire developed by Yenilmez and Sarıer (2007) was conducted in order to evaluate attitude of students towards computer aided math education. At the end of the study, in order to detect opinions of student related to education using MOODLE environment, MOODLE Evaluation Questionnaire by Aydın (2011) was conducted developed. In addition, students took applied final exam in computer labs. Keywords: The Geometer’s Sketchpad (GSP), LMS, MOODLE, Distance Education, Learning Objects.

I.

INTRODUCTION

A. Learning Management System (LMS) LMS is software that provides application of education activities and different kind of interactions using web. In other words, it provides teachers and students who are in different places to meet using synchronous and asynchronous communication methods. LMSs provide functions like presentation of learning materials, editing materials, sharing materials and discussion, managing course catalog, receiving assignments and exams, providing feedback related to exams and assignments, keep records of teachers and system and take reports (Paulsen, 2002). According to Luire (2002), LMS is accepted as combination of 3 concepts. Those are content, process and technology/software. Content is the tools that generate foundation of system like texts, graphics, animation, video and voice. It is highly important content to be flexible, manageable and controllable. Process is described as arrangement of activities and tracing them. For example, completion of assignments and quizzes, sharing of those and providing feedback related to them. Technology/software is described as control of content in order to develop process using internet. In addition to these 3 concepts, users must be considered as a key factor in this environment. B. MOODLE It is an internet environment which supports PHP and databases like MYSQL and PostgreSQL. It can operate on Linux and Windows systems. It is an online LMS which is open source and freeware. Its most important feature is that it can be easily used by most people. This system has real world examples which consist of 50000 users and thousands of courses. It is supported in 196 countries with 70 different languages. A lot of blogs and modules are generated day by day. (MOODLE, 2012) C. Learning Object Wiley (2000) defines learning object as “any digital resource that can be reused to support learning”. IEEE Learning Technology Standards Committee 2006 (as cited in Ceylan, 2008) describes learning objects as digital or non digital objects which are referenced during technology supported learning that can be used again. In this description, those digital and non digital objects include documents and software as this description involves a broad perspective.

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014 D. The Geometers’ Sketchpad The Geometers’ Sketchpad (GSP-Geometric Drawing Software) is a robust tool for discovering geometric relationships. Using GSP, so many drawing can be created considering geometric theories and their perspectives. By the help of its dynamicity, a shape can be dragged after it was drawn. In addition, shapes of geometric objects can be rearranged. Using GSP, detecting middle point of a line, detecting whether a line is perpendicular to a line or not, creating a circle with a line that is considered as its radius, calculating angles, length, circumstance and area are achieved easily. GSP is considered as a pioneer tool in geometric drawing area. By the help of this software, applications and presentations with the extension of .gsp and. jsp(JavaSketchpad) can be created. Geometry subjects can become more comprehensible by the help of this software. GSP can be bought from http://www.keypress.com/ or its 30 day trial version can be downloaded from this site. In contrast to its similar ones, it can be downloaded or installed easily. In addition, it can be installed to low systems because it does not require high systems. GSP updates itself and this helps it renew itself. Another main advantage of this software is that it has a simple software interface. While using other geometric drawing software, you can feel frustrated by some many buttons and functions. A multi functional toolbox involving a few buttons lets you prepare professional works (BintaĢ, Akıllı, 2008). II. LITERATURE REVIEW Phonguttha, Tayraukham ve Nuangchalerm (2009) compares a program using GSP and traditional learning activities. While experiment group involving 38 students make their exercises using GSP, control group consists of 39 students make their exercises in traditional way. Researchers has utilized 12 week GSP lesson plan, 12 week traditional lesson plan, a math achievement test with 30 items, an analytical thinking test with 30 items and a math attitude test with 30 items. According to results, it is shown that attitude towards math is higher in GSP using group. In addition, experiment group performed higher than control group in achievement test and analytical thinking. Fook and Tat (2005) has investigated effects of GSP and Graphic Calculator (GC) programs in Malaysian math classes. Both programs are used in Malaysian secondary school classes. According to the results, students used GSP and GC showed more success in learning quadratic functions. Maida (2005) investigated teacher candidates creating their custom toolbox for creating regular and irregular polygons. Teacher candidates that participated in the study used 2 dimensional networks in order to create 3 dimensional shapes. They created networks for creating prisms and pyramids. While there is no difference in the performance in using these custom tools, teacher candidates seemed to be more volunteer in using their custom tools. In addition, they point out that they will use these custom tools in the future in their own classes and students. NORDIN and others (2010) investigated usability of GSP in math education. GSP is integrated in a module prepared by Macromedia Authorware 7.0. Student control, student activities and flexibility is considered as educational usability factors. 34 teachers in a Malaysian secondary school consists of sample group of this study. Teachers took one day education related to this module and they are asked to use this module in their classes for 2 weeks. Educational usability questionnaire is utilized as measurement tool. According to the results, GSP usage satisfies educational usability criteria. Hannafin and others (2008) investigated relationship between spatial skills of students and geometry success. 6th grade students either participated in six GSP activities or a dynamic geometry program. It is claimed that students that participated in GSP activities would be more successful. In contrast to this, students with higher spatial skills performed more successfully. Students in GSP group performed higher just in final test although they spent more time using GSP software. Bedir (2005) conducted a study in order to detect importance of computer aided math education in secondary school geometry education and its effects. 51 students in 2 schools in Ġzmir participated in this study. An attitude test with 21 items, 25 item pre test and post test for achievement test and teacher interview forms are

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014 used for measurement tools. According to results, there is significant difference towards math in experiment groups and students performed higher in achievement tests. Bintas and Açıkgöz (2006) edited study papers prepared by GSP in order help students to generalization, understand importance of hypothesis and deductions and discover theories and shapes. In activities, open ended, fill in the blanks and close ended questions are used. It is pointed out that if activities are prepared in appropriate visualization and helping students see different angles considering Van Hiele cognitive levels, learning become more functional and permanent. III. PURPOSE OF THE STUDY AND ITS SIGNIFICANCE The aim of this study is to teach candidate math teachers how to use GSP software in MOODLE environment and investigate attitude change of candidate math teachers towards using computers in math lessons. Problems State What are the effects of MOODLE environment on candidate math teachers learning GSP software and attitude change towards using computer in their lessons? Premises 1. It is considered that candidate teachers responded to questionnaire honestly. 2. It is assumed that readiness level of candidate teachers is appropriate. 3.

It is assumed that candidate teachers participated in online lessons voluntarily.

Limitations 1. This study is limited to 6 weeks. 2. Data collection tools are Computer Aided Math Education Questionnaire developed by Yenilmez and Sarıer (2007), MOODLE evaluation questionnaire prepared by Aydın (2011), assignments and final exam. 3.

Some candidate teachers had difficulties in uploading assignments to MOODLE at first week of study because they were new to the system.

IV. METHODOLOGY A. Research Model In the quantitive part, there are both descriptive and experimental activities. In the experimental part, semiexperimental pattern without control group is conducted. By the help of 3 open ended questions, qualitative data analysis is conducted. B. Research Group Sample of the study consists of 30 formation teachers in Education Faculty in 2011-2012 Spring Semesters in Ege University. C. Data Collection Tools At the first week of study, all of the candidate teachers are invited to computer labs of Ege University and Computer Aided Math Education Questionnaire developed by Yenilmez and Sarıer (2007) is conducted. At the end of the study, in order to detect their opinions related to the education they have taken in MOODLE environment, MOODLE evaluation questionnaire prepared by Aydın (2011) is conducted. At the end of the study, an applied final exam consists of 7 questions is conducted. D. Data Collection Process This study is prepared for math formation students’ “Teaching Methods” lesson in Ege University Education Faculty in 2011-2012 Spring Semesters. MOODLE environment prepared by researchers is shown in Fig1. This training called “GSP Education” and consists of 6 weeks. Syllabus of the training is shown table below:

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014 WEEKS

CONTENT

GOAL

1

Beginning to work with GSP

In this part, GSP workspace, toolbox and their functions will be discussed using examples

(Introduction to MOODLE and utilization of Computer Aided Math Education Questionnaire ) 2

Menu Items

In this part, menu items of GSP will be discussed using examples

3

Geometry Applications with GSP-1

In this part, students will make applications in the geometry subjects of secondary and high school

4

Geometry Applications with GSP-2 Transformation geometry Applications

5

Advance Applications with GSP-1

In this part, advance subjects in GSP will be discussed

6

Advance Applications with GSP-2 and Animation Examples

In this part, advance subjects and animations in GSP will be discussed

EXAM AND QUESTIONNAIRE

MOODLE evaluation questionnaire and Applied Final exam

and

In this part, students will make applications in the geometry subjects of secondary and high school

Table 1: Syllabus of GSP Education

Fig 1: MOODLE interface

Week 1 Candidate teachers are invited to computer labs of Ege University Education faculty computer labs. Their MOODLE accounts are created (Fig2).

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014

Fig 2: Login interface of MOODLE

MOODLE interface is introduced to candidate teachers and functions like uploading assignments, contact with researchers are explained. In addition, and Computer Aided Math Education Questionnaire developed by Yenilmez and Sarıer (2007) is utilized online using MOODLE. Video presentations of first week are uploaded to system (Fig3).

Fig 3: Content of First Week

2-3-4-5-6th weeks

Fig 4: Sample assignment

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014 At the beginning of every week, video presentation of each week is uploaded to the MOODLE and candidate teachers are allowed 1 week for applying videos and completing their assignments. At the beginning of every week, assignments are evaluated by researchers (Fig4-5). Assignments received after deadline is evaluated but some points are broken.

Fig 5: Researchers while evaluating assignments

Final exam Candidate teachers are invited to computer labs of Ege University Education Faculty computer labs. Each candidate teachers took one computer. Fig 6a, 6b. Before the exam, candidate teachers took Computer Aided Math Education Questionnaire and MOODLE Evaluation Questionnaire. After this process, they took applied final exam as printed. For each question, candidate teachers created one GSP file and they collected those files in their own folder at the desktop of their computers. GSP files in their folders are evaluated by researchers.

Fig 6a, 6b: Candidate teacher are in final exam

Findings and Comments This study is conducted by a group of 30 participants consisting of 12 male and 18 female candidate teachers. 60% of this group has medium, 30% high and %10 low interests in computers. 2 of the candidate teachers have no personal computer. 46.7% of research group states that they have medium ability, 36.7% states that they have high ability and 16.7% states that they have low computer ability. While 73.3% of the group has internet at home, 26.7% has no internet connection. 28 of 30 people state that they just meet GSP software, while 25 of the group have never heard MOODLE before. 28 people of the group have never taken a course on MOODLE. Final success point of the group is estimated by 40% of assignments and 60% of final exam. (Table 2) because their medium of success point is 73, it is considered that GSP education on MOODLE is successful.

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014 Table 2: Success points of candidate teachers NAME

FINAL EXAM POINT

SUCCESS POINT

Participant 1

AVERAGE of ASSIGNMENTS POINT 85

68

75

Participant 2

92

91

91

Participant 3

84

77

80

Participant 4

76

81

79

Participant 5

96

95

95

Participant 6

87

38

58

Participant 7

84

85

84

Participant 8

90

67

76

Participant 9

87

87

87

Participant 10

88

80

83

Participant 11

93

92

92

Participant 12

80

59

68

Participant 13

75

26

45,6

Participant 14

82

82

82

Participant 15

78

49

61

Participant 16

79

30

50

Participant 17

90

97

94

Participant 18

83

54

66

Participant 19

81

38

56

Participant 20

80

78

79

Participant 21

90

95

93

Participant 22

95

71

81

Participant 23

84

60

70

Participant 24

83

90

87

Participant 25

84

60

70

Participant 26

90

29

53

Participant 27

81

24

47

Participant 28

87

35

56

Participant 29

82

66

72

AVERAGE

85

66

73

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014 Candidate teachers are asked 3 open ended interview questions related to GSP education: 1.

Explain how will you use GSP in your future academic life?

2.

Do you think which geometric subjects will mostly be explained and understood by students using GSP software?

3.

Do you think you will introduce GSP in your own classes, explain your future plans?

At the analysis of answers to those questions above, “features of GSP, subjects that are mostly appropriate to GSP usage and advantages of using GSP” themes are created. These themes are investigated below: V. FEATURES OF GSP Properties of GSP theme have 5 sub themes according to the analysis and frequency values are shown below: Table 3: Student reviews related to properties of GSP FEATURES OF GSP

FREQUENCY VALUES

Dynamic structure

2

Visual structure

10

Entertaining

6

Ease of use

1

Economic

1

Subjects that are Mostly Appropriate to GSP Usage Subjects that is mostly appropriate to GSP usage theme have 9 sub themes according to the analysis and frequency values are shown below: Table 4: Student reviews related to subjects that are mostly appropriate to GSP usage SUBJECTS THAT ARE MOSTLY APPROPRIATE TO GSP USAGE

FREQUENCY VALUES

Translation-reflection-symmetry

6

Proof of theories

12

Area calculations of geometric shapes

7

Circumference calculations of geometric shapes

6

Angles

4

Solid objects

10

Analytic geometry

1

Functions

2

Perspective

1

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014 VI. ADVANTAGES OF GSP USAGE Advantages of GSP usage theme have 10 sub themes according to the analysis and frequency values are shown below: Table 5: Student reviews related to advantages of GSP usage FREQUENCY VALUES

ADVANTAGES of GSP USAGE Creation of animations

3

Simplifying 3-d thinking skills

5

Interesting

4

Helping students discover the subject

2

Helping students to like math

1

Provide convenience to people interested in computer

3

Presenting subjects in a concrete way

5

Enable students to make applications

3

Enabling to teach concepts in a simpler way

7

Helping to save time

1

All participants are asked whether they are going to introduce GSP to students in their own classes and they all responded affirmatively. Opinions of some participants in this subject are presented below: Participant 4: Yes, in my class, I would consider to use a program like this. I think that even a student unsuccessful in geometry class would listen to the lesson in interest. Participant 7: I would consider using this program in the school which has convenient facilities. Program can be used in school which has computer labs and has many facilities. Participant 9: I can say absolutely. It is a program that is visually attractive, help students comprehend subjects easily, interesting and entertaining program. Participant 11: Yes, in order to help student discover new things related to subject, I would consider using. Participant 13: I think that it provide convenience to people who likes computer and break rules of people who dislikes computer. Because of this reason, I use this program in my class voluntarily. Participant 21:

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ISSN: 2319-5967 ISO 9001:2008 Certified International Journal of Engineering Science and Innovative Technology (IJESIT) Volume 3, Issue 6, November 2014 Sure, I use. After I have seen that students improve by the help of computer aided math education, I would suggest this program naturally. Participant 29: Sure. Whether I work in a private or public school, this is the first thing after meeting students. VII. RESULTS, DISCUSSIONS AND RECOMMENDATIONS It is detected that lessons presented on MOOODLE, which is an internet supported learning management system, have positive effects on students. It helped students participate in classes independent of place and time, anywhere and anytime. Videos are created for demonstration method of teaching. Students completed activities in their own pace. Students are obliged to upload their assignments till the last day of week. By the help of this activity, learning process of students is supported regularly. While candidate teachers have no information about MOODLE and GSP at the beginning of study, they have seen that it is possible to learn using computer software by the help of lessons presented using internet. REFERENCES [1] Aydın, D. (2011). Malzeme bilgisi dersinin MOODLE açık kaynak kodlu öğrenim yönetim sisteminde iĢleniĢinin öğrenci üzerindeki etkinliğinin değerlendirilmesi. Unpublished master dissertation, University of BahçeĢehir, Ġstanbul, Turkey. [2] Bedir, D. (2005). Bilgisayar Destekli Matematik Öğretiminin Ġlköğretim Geometri Öğretiminde Yeri ve Öğrenci BaĢarısı Üzerindeki Etkisi. Unpublished master dissertation, University of Dokuz Eylül, Ġzmir, Turkey. [3] BintaĢ, J., & Açıkgöz, U. (2006). Dinamik Geometri Programları ile Etkili Öğrenme. 3rd International Teacher Education Symposium, 4-5 May 2006, Çanakkale, Turkey. [4] BintaĢ, J., & Akıllı B. (2008). Bilgisayar Destekli Geometri - Geometer's Sketchpad Kullanımı ve Geometri Uygulamaları. Pegem Akademi-Öğreti., ISBN 978-605-5885-00. [5] Ceylan, B. (2008). Öğrenme Nesnelerinin Tasarımı ve Öğrenme Süreçlerinde Kullanımının Öğrencilerin BaĢarı Düzeylerine Etkisi ile Öğrenme Süreçlerine Katkıları. Unpublished master dissertation, University of Ege, Ġzmir, Turkey. [6] Fook, T.B., & Tat, F.S. (2005). The Effects of Geometer’s Sketchpad and Graphic Calculator in the Malaysian Mathematics Classroom. Malaysian Online Journal of Instructional Technology Vol. 2, No.2, pp 82-96. [7] Hannafin et al. (2008). Effects of Spatial Ability and Instructional Program on Geometry Achievement. Journal of Educational Research, v10, 148-157. [8] Khairiree, K. (2010). A Study of Constructivist in Mathematics in Virtual Class with Moodle and the Geometer’s Sketchpad. Retrived from http://atcm.mathandtech.org/EP2011/invited_papers/3272011_19339.pdf [9] Lurie, I. (2002). A Web Content Management Blueprint: Planning For A Content-Rich, Successful Web Site. Retrived from http://www. portentinteractive.com/library/cmsexplained.pdf. [10] Maida, P. (2005). Creating Two-Dimensional Nets of Three-Dimensional Shapes Using Geometer’s Sketchpad. IUMPST: The Journal, Vol 3 (Technology), August 2005. [11] Moodle. (2012). Retrieved April 2012, from moodle, http://moodle.org/. [12] Nordin, N. et al. (2010). Pedagogical Usability of The Geometer’s Sketchpad (GSP) Digital Module in The Mathematic.s Teaching. TOJET: The Turkish Online Journal of Educational Technology – October 2010, volume 9 Issue 4. [13] Paulsen, M. (2002). Online Education Systems: Discussion and Definition of Terms. Retrieved from http://nettskolen.com/forskning/Definition%20of%2(0Terms.pdf)adresinden. [14] Phonguttha, R., Tayraukham,S. and Nuangchalerm, P. (2009). Comparisons of Mathematics Achievement, Attitude towards Mathematics and Analytical Thinking Between Using the Geometer's Sketchpad Program as Media and Conventional Learning Activities. Australian Journal of Basic and Applied Sciences, 3(3): 30363039. [15] Yenilmez, K., & Sarıer, Y. (2007). Öğretmen Adaylarının Bilgisayar Destekli Matematik Öğretimine ĠliĢkin DüĢünceleri. Proc. 1st International Symposium on Computer and Instructional Technologies, Çanakkale, Turkey.

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