2000 Volume 24 Issue 3 Pages 151-158
The purpose of this research is to identify students' and teachers' conception of the effects of Dynamic Geometry Software (DGS) and to find similarities between this identification of their conception and other research findings. Teachers' and students' opinions/impressions from 31 teaching reports of Cabri classes of 15 teachers ware analyzed. The results were as follows (1)In the affective aspect, students recognized they could learn and enjoy geometry more actively, especially in exploratory activities, as many researchers have reported. (2)In the cognitive aspect, students recognized their understanding of what they learned and found. (3)In expectation, students worked in DGS classes as teachers had expected how they do. Teachers' expectations were mostly the same as the effects that had been reported by researchers. (4)The same problems regarding DGS classes were pointed out both by teachers and researchers.
