أثر تدريس القطوع المخروطية باستخدام برمجيات الهندسة الديناميكية في تنمية التحصيل والتفكير الهندسي لدى طلاب المرحلة الثانوية
This study aimed to investigate the impact of teaching the conic sections using the dynamic geometry software in the development of achievement and of geometrical thinking among secondary school students. The study sample consisted of 123 students, randomly chosen and also randomly assigned to experimental groups (58) and control group (65). The experimental group studied conic sections using program (Cabri3D, & GeoGabra) and the control group studied the same topics in the usual way. At the end of the experiment, the groups were given measures of geometrical thinking and achievement. Both measures were tested in the reliability and validity before administration. The study showed the following results: There were statistically significant differences at the level of (α ≤ 0.01) between the mean scores of the experimental group and the control group in the geometrical thinking as a whole and for each of the level of visualization and analysis and informal deduction in favor of the experimental group, while there were statistically significant differences at the 0.05 level for the level of formal deduction. Also there were significant differences at the level of (α ≤ 0.01) between the mean scores of the experimental group and the control group in the achievement test in favor of the experimental group. The results indicate that teaching using the dynamic geometry software has contributed to improving the achievement and geometric thinking. The researchers recommends using the dynamic geometry software in teaching the conic sections, and teachers should get support and assistance to apply this software. (Published Abstract)