A Comparison of the Effects of Teaching with Dynamic and Static Graphic Images Methods On Geometric Attitude and Anxiety of Students

This study aimed to compare the effects of teaching methods of dynamic and static graphic images with traditional methods on geometric attitude and anxiety.

The present study was a quasi-experimental and pre-test-post-test type. Among the students of mathematics in Tabriz Schools, three classes from different schools that were economically and socially close to each other were selected by a purposeful method. The topics of geometric and arithmetic drawings were taught in one class in a dynamic way (n=27), in a second in a static way (n=27), and one class was taught in the traditional way (n=27). To collect data, Duatepe, Ubuz geometric attitude test, and Sağlam, Türker & Umay geometric anxiety test was used. Data were analyzed by Multivariate analysis of covariance analysis.

The results showed that teaching geometry by static and dynamic graphic images method resulted in a more positive geometric attitude and less geometric anxiety compared to the traditional method. But the difference between the two graphic images methods was not significant.

The results of this study confirmed the effectiveness of using graphical imaging methods in improving geometric attitude and reducing geometric anxiety.