A Comparison of the Effects of Teaching with Dynamic and Static Graphic Images Methods On Geometric Attitude and Anxiety of Students

Document Type : Research Article

Authors

1 Assistant Professor, Department of Mathematics, Farhangian University, Tehran, Iran

2 Professor, Department of Educational Psychology, University of Tabriz, Tabriz, Iran

3 Assistant Professor, Department of Mathematics, University of Tabriz, Tabriz, Iran

Abstract

Objective: This study aimed to compare the effects of teaching methods of dynamic and static graphic images with traditional methods on geometric attitude and anxiety.
Method: The present study was a quasi-experimental and pre-test-post-test type. Among the students of mathematics in Tabriz Schools, three classes from different schools that were economically and socially close to each other were selected by a purposeful method. The topics of geometric and arithmetic drawings were taught in one class in a dynamic way (n=27), in a second in a static way (n=27), and one class was taught in the traditional way (n=27). To collect data, Duatepe, Ubuz geometric attitude test, and Sağlam, Türker & Umay geometric anxiety test was used. Data were analyzed by Multivariate analysis of covariance analysis.
Results: The results showed that teaching geometry by static and dynamic graphic images method resulted in a more positive geometric attitude and less geometric anxiety compared to the traditional method. But the difference between the two graphic images methods was not significant.
Conclusion: The results of this study confirmed the effectiveness of using graphical imaging methods in improving geometric attitude and reducing geometric anxiety.

Keywords

Main Subjects

References

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Biquarterly Journal of Cognitive Strategies in Learning
Volume 9, Issue 16
July 2021
Pages 57-72

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