Introducing the history of technology into college-level classrooms and making explicit connections between tools, problems, people, and history may enrich students' experiences and allow them to connect more fully to mathematics concepts and the relationships between them. At the same time, the evolution of technology has been affected by society, with innovations often growing from real-world needs and concerns. The development of this technology has a rich and interesting history, with contributions by people from many time periods and cultures, and its use has certainly impacted society both in and out of the classroom. In 21st century classrooms, teachers and students use a wide variety of technology for instruction and learning, and many likely do not recall a time when calculators, laptop computers, SMART boards, digital databases, the Internet, and other now-ubiquitous digital tools were not available. Therefore, the researchers recommend the use of the GSP within the TVET college sector, among students with limited circle geometry knowledge who intend to further their studies in geometry-related courses. Further, the questionnaire participants revealed that using the GSP enabled an engagement based on the principles of cooperative and collaborative learning. The findings indicated a significant increase in the experimental group’s understanding of properties of tangents using the GSP. The data was then analysed using inferential statistics in which the SPSS version 27 determined the statistically significant difference between the experimental and control groups. Pre-test and post-test instruments consisting of 10 multiple choice questions and 10 problem-solving questions on tangents, chords and proofs were used to gather the data. This article hinges on Lev Vygotsky’s concept of the zone of proximal development (ZPD) for learning as a potential solution in enhancing circle geometry instructional practices. The participants were randomly divided into an experimental and a control group. Using quantitative research methods, random sampling was used to select a sample of 70 participants from a population of 133 TVET college Level 4 mathematics students. This article reports on a study that used a quasi-experimental design to investigate the effectiveness of using the Geometer’s Sketchpad (GSP) to enhance Technical Vocational Education and Training (TVET) college Level 4 students’ understanding of circle geometry. If a right triangle is inscribed in a circle then it is inscribed in a _.The integration of technology in the instructional process has been at the centre of attention in mathematics classrooms since the outbreak of the novel coronavirus (Covid-19) which was declared a global pandemic on 11 March 2020. Semicircle and the hypotenuse is a diameter. Corollary Right Triangle If a triangle is inscribed in a semicircle (all three vertices on the circle) so that one of its sides is a diameter (goes through the center) then the triangle is a _. The segment drawn from an exterior point to the center of a circle is the angle bisector of the angle formed by the tangent segments from that point. Perpendicular If a line is tangent to a circle, then the radius to the point of tangency is _ to that line. Tangent Segment Congruent Tangent segments to a circle from the same point are_. Tangent A segment that joins the point of tangency and another point on the tangent. Degree Measure of an Arc A line coplanar with the circle that intersects the circle at exactly one point. Central Angle Equal to the degree measure of the central angle. C = 2πr Circumference of a Circle An angle whose vertex is at the center of the circle.
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