dc.contributor.author | Pitta-Pantazi, Demetra | en |
dc.contributor.author | Christou, Constantinos | en |
dc.creator | Pitta-Pantazi, Demetra | en |
dc.creator | Christou, Constantinos | en |
dc.date.accessioned | 2017-07-27T10:43:03Z | |
dc.date.available | 2017-07-27T10:43:03Z | |
dc.date.issued | 2009 | |
dc.identifier.uri | https://gnosis.library.ucy.ac.cy/handle/7/38535 | |
dc.description.abstract | This paper reports the outcomes of an empirical study undertaken to investigate the effect of students’ cognitive styles on achievement in measurement tasks in a dynamic geometry learning environment, and to explore the ability of dynamic geometry learning in accommodating different cognitive styles and enhancing students’ learning. A total of 49 6th grade students were tested using the VICS and the extended CSA-WA tests (Peterson, Verbal imagery cognitive styles and extended cognitive style analysis-wholistic analytic test—Administration guide. New Zealand: Peterson, 2005) for cognitive styles. The same students were also administered a pre-test and a post-test involving 20 measurement tasks. All students were taught a unit in measurement (area of triangles and parallelograms) with the use of dynamic geometry, after a pre-test. As expected, the dynamic geometry software seems to accommodate different cognitive styles and enhances students’ learning. However, contrary to expectations, verbalisers and wholist/verbalisers gained more in their measurement achievement in the environment of dynamic geometry than students who had a tendency towards other cognitive styles. The results are discussed in terms of the nature of the measurement tasks administered to the students. | en |
dc.source | Educational Studies in Mathematics | en |
dc.source.uri | https://www.scopus.com/inward/record.uri?eid=2-s2.0-57849096570&doi=10.1007%2fs10649-008-9139-z&partnerID=40&md5=d61a288edc95e49902266a25817991e1 | |
dc.title | Cognitive styles, dynamic geometry and measurement performance | en |
dc.type | info:eu-repo/semantics/article | |
dc.identifier.doi | 10.1007/s10649-008-9139-z | |
dc.description.volume | 70 | |
dc.description.issue | 1 | |
dc.description.startingpage | 5 | |
dc.description.endingpage | 26 | |
dc.author.faculty | Σχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education | |
dc.author.department | Τμήμα Επιστημών της Αγωγής / Department of Education | |
dc.type.uhtype | Article | en |
dc.description.notes | Cited By :7 | en |
dc.source.abbreviation | Educ.Stud.Math. | |
dc.source.other | Scopus | en |
dc.contributor.orcid | Christou, Constantinos [0000-0002-5901-5931] | |
dc.contributor.orcid | Pitta-Pantazi, Demetra [0000-0002-9580-5674] | |
dc.gnosis.orcid | 0000-0002-5901-5931|0000-0002-9580-5674 | |