Date of Award
Master of Science in Education (MSEd)
Education and Human Development
Mathematics education cannot be viewed as a static science. As times change and students' experiences are altered by their constantly evolving environments, educators of all disciplines must make adjustments that reflect these changes. Careful development of technologically enriched and visually stimulating lessons is essential to the success of mathematics education. In order to gain greater understanding of the power of partnering technology and geometry curriculum, this research project asks two main questions: how the use of technology affects student motivation and engagement in a geometry class and how a technologically enriched geometry curriculum can be created and implemented. The researcher notes that despite all the positive aspects from the use of geometry software applications, a proper balance between direct classroom instruction and student-centered discovery learning through technology is paramount. As part of the project a curriculum was developed, keeping in mind the standards set forth by NYSED and NCTM, which studied congruent triangles. Since the congruent triangles unit is often the first introduction to formal proof techniques in today's secondary geometry classroom, this served the study effectively. The research was conducted in an Applied Mathematics class, comprised of ten students of varying grade levels (10-12) and differing abilities. Pre and post assessments were made as well as student surveys on the research experience. Conclusions from the research project data suggest an increased motivation by students, supporting the theory that a technology enriched curriculum can be more engaging in a geometry classroom than the textbook/lecture model. Curriculum resources and assessment surveys are included in the final sections of this project.
Drollette, Nicholas W., "A Technologically Enriched Geometry Curriculum" (2008). Education and Human Development Master's Theses. 263.