Katsuaki SUZUKI

abstrct Cabri Geometry, a French-made construction software, was used to re-design the 32-hour 9th grade geometry unit to motivate the students in engaged activities. Many practical and innovative research have shown affective effectiveness of the use of construction tools mainly in a short term. However, those effects may have only been because of novelty, that won't last long. In this study, the entire 9th grade's ge-ometry unit was redesigned by incorporating Cabri in eight lessons, without exceeding regular length of the geometry unit. A comparative tryout of the geometry unit was conducted with one intact class (Cabri Group), whereas other classes continued regular teacher-led geometry lessons (Control Groups). Analyses using ARCS motivation design model of Cabri Group showed significant gains in Confidence aspect only, whereas decline in Confidence and Satisfaction aspects was found in Control Group. The final exam showed no significant differ-ences of scores among classes, resulting no disadvantage in Cabri Group from introduction of and the time required to learn the con-struction software. Further study is needed to identify the effects of using construction software on higher order mathematical skills that were not tested in the regular final exams. Also needed is a refine-ment of the redesigned unit and then conduct of the unit by another teacher, so that this proposal can be a useful package for all teachers with construction software