Problem-Based Geometry in Seventh Grade: Examining the Effect of Path-Based Vs. Conventional Instruction on Learning Outcomes

Authors

  • Andreja Klančar Faculty of Education, University of Primorska, Koper, Slovenia https://orcid.org/0000-0002-0599-3107
  • Andreja Istenič Starčič Faculty of Education, University of Primorska, Koper, Slovenia; Faculty of Civil and Geodetic Engineering, University of Ljubljana, Ljubljana, Slovenia; Institute of Psychology and Education, Federal University of Kazan, Kazan, Russia
  • Mara Cotič Faculty of Education, University of Primorska, Koper, Slovenia
  • Amalija Žakelj Faculty of Education, University of Primorska, Koper, Slovenia https://orcid.org/0000-0002-4369-8555

DOI:

https://doi.org/10.3991/ijet.v16i12.21349

Keywords:

mathematical education, geometry, path-based learning, learning-management system, interactive learning environments, dynamic geometry programs, applets

Abstract


This experimental study examined the impact of learning and teaching ge-ometry in seventh-grade geometry education comparing learning-path and conventional instruction. According to constructivism, a learning path with the use of learning objects should enhance learner autonomy and self-directedness by providing differentiated instruction. We designed a model of path-based geometry learning in a learning management system–based learning environment with the use of dynamic geometry programs and applets, which fosters visualisation and the exploration of geometric concepts through the manipulation of interactive virtual representations. The results show that the experimental group (EG) achieved higher scores on all levels of knowledge and statistically significantly better results in taxonomy level-III tasks (problem-solving knowledge) and overall score than the control group (CG). There was initial equivalence between the EG and CG in prior knowledge. The authors concluded that path-based geometry learning empirically develops knowledge at higher cognitive levels.

Author Biographies

Andreja Klančar, Faculty of Education, University of Primorska, Koper, Slovenia

teacher assistant and senior instructor of Educational technology

Andreja Istenič Starčič, Faculty of Education, University of Primorska, Koper, Slovenia; Faculty of Civil and Geodetic Engineering, University of Ljubljana, Ljubljana, Slovenia; Institute of Psychology and Education, Federal University of Kazan, Kazan, Russia

Professor in Didactics

Mara Cotič, Faculty of Education, University of Primorska, Koper, Slovenia

Associate Professor in Didactics of Mathematics and Elementary School Mathematics

Amalija Žakelj, Faculty of Education, University of Primorska, Koper, Slovenia

Professor in Didactics of Mathematics and Elementary School Mathematics

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Published

2021-06-18

How to Cite

Klančar, A., Istenič Starčič, A., Cotič, M., & Žakelj, A. (2021). Problem-Based Geometry in Seventh Grade: Examining the Effect of Path-Based Vs. Conventional Instruction on Learning Outcomes. International Journal of Emerging Technologies in Learning (iJET), 16(12), pp. 16–35. https://doi.org/10.3991/ijet.v16i12.21349

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Papers