Differences in Achievement when Dynamic Geometry Software is compared to Traditional Instruction in an 8th Grade Math Classroom

The purpose of this study is to examine the use of dynamic geometry software as a platform for learning spatial relationships. Data were gathered from 8th grade math classrooms over the winter of 2012-13. Data from the control and experimental groups showed a difference in the initial achievement scores, students in the control groups scoring higher. Data also showed that there was no difference in student retention once scores were adjusted for initial differences. The results of the study cannot be generalized due to limiting factors. There is a need for further research with adjustments in methods and sampling