Dinamik geometri yazılımı kullanımının sekizinci sınıf öğrencilerinin dönüşüm geometrisi konusundaki başarısı, geometrik düşünmesi ve matematik ve teknolojiye yönelik tutumları üzerine etkisi.

The aim of this study was to investigate the effects of Dynamic Geometry Software-Assisted Instruction on 8th grade students’ mathematics achievement in transformation geometry (fractals, rotation, reflection, translation), geometric thinking, and attitudes toward mathematics and technology compared to the Regular Instruction. The Static-Group Pretest-Posttest research design was adopted in this weak experimental research study. The study was conducted during the fall semester of the 2012-2013 academic year in a private elementary school in Bilkent district in Ankara\TURKEY. The sample of the study consisted of 34 eight grade students (17 male and 17 female). The study lasted 10 class hours in three weeks. For the treatment, two intact classes were used and each of these classes was chosen as the experimental and the control group randomly. The experimental group students were taught the subject of transformation geometry by the researcher with Dynamic Geometry Software-Assisted Instruction using GeoGebra while the control group students were taught the same content by the mathematics teacher of the class with the Regular Instruction. In order to gather data, Mathematics Achievement Test (MAT), van Hiele Geometric Thinking Level Test (VHL) and Mathematics and Technology Attitude Scale (MTAS) were administered to the students as measuring instruments. The Quantitative Data Analyses were done by using Independent-samples t-test. The results of the study indicated that the Dynamic Geometry Software-Assisted Instruction had a significant effect on students’ mathematics achievement in transformation geometry and geometric thinking positively compared to the Regular Instruction. However, the Dynamic Geometry Software-Assisted Instruction had no significant effect on students’ attitude towards mathematics and technology.M.S. - Master of Scienc