Effects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics

Basit Öğe Kaydı
dc.contributor.authorÖzçakır, Bilal
dc.contributor.authorÖzdemir, Duygu
dc.contributor.authorKıymaz, Yasemin
dc.date.accessioned2026-01-24T11:55:47Z
dc.date.available2026-01-24T11:55:47Z
dc.date.issued2020
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractGifted 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.
dc.identifier.doi10.33200/ijcer.664985
dc.identifier.endpage61
dc.identifier.issn2148-3868
dc.identifier.issue2
dc.identifier.startpage48
dc.identifier.urihttps://doi.org/10.33200/ijcer.664985
dc.identifier.urihttps://hdl.handle.net/20.500.12868/3258
dc.identifier.volume7
dc.language.isoen
dc.publisher[TR] Muhammed ZİNCİRLİ
dc.relation.ispartofInternational Journal of Contemporary Educational Research
dc.relation.ispartofInternational Journal of Contemporary Educational Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20260121
dc.titleEffects of Dynamic Geometry Software on Students’ Geometric Thinking Regarding Probability of Giftedness in Mathematics
dc.typeArticle

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