L Education > LB Theory and practice of education > LB1603 Secondary Education. L Education > LB Theory and practice of education Height of a Building, length of a bridge. We measured the area of the squares and added the area. Geometer's sketchpad, Pythagorean theorem, concept understanding ability, inductive reasoning ability. Figure 7: Indian proof of Pythagorean Theorem 2.7 Applications of Pythagorean Theorem In this segment we will consider some real life applications to Pythagorean Theorem: The Pythagorean Theorem is a starting place for trigonometry, which leads to methods, for example, for calculating length of a lake. Earlier in the chapter (7.1), we made this construction in Geometer's Sketchpad, GSP. Click in empty space to deselect all objects. All three squares should sit on the outside of the triangle. The students who have high category inductive reasoning ability are 33%, 33% moderate category and 33% low category. Construct squares on the other two sides of the right triangle. Then, from the results of the essay tests, it was found that students who had the ability to understand concepts in the high category were 33%, 17% were in the moderate category, and 50% were in the low category. Figure 7: Indian proof of Pythagorean Theorem 2. Besides that, with Geometer's Sketchpad, learning mathematics becomes interesting and fun. diagrams of the problem in The Geometers Sketchpad (henceforth Sketchpad) (Jackiw. In this activity, you will learn how to use the basic tools and menus of The Geometers Sketchpad to construct a dynamic working model the Pythagorean Theorem. From the results of questionnaires and interviews, it was found that Geometer's Sketchpad helped students understand Pythagorean evidence, because Geometer's Sketchpad can visualize mathematical forms that are known to be abstract, so that students will be able to investigate in more detail about Pythagorean evidence. of the Pythagorean Theorem, Vectens theorem, Gamows problem). Data collection techniques in this study were questionnaires, interviews, and essay tests. The research approach used is a qualitative approach, and the subjects of this study were 6 students of class VIII Junior High school. This study aims to describe students' opinions about the use of Geometer's Sketchpad and to find out what kind of conceptual understanding of students and inductive reasoning of class VIII Junior High School students towards proving the Pythagorean Theorem by using Geometer's Sketchpad.
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