Dynamic mathematics software allows students making experiments to discover mathematical concepts on their own. In this way, the mathematical understanding can be supported more lasting and effective way. In this study, it is aimed to determine the mathematical understanding of 8 graders on equations and inequalities in the dynamic mathematics software supported learning environment in terms of the Structures of the Observed Learning Outcomes (SOLO). A quasi-experimental design was implemented. The experiment was designed as pretest-posttest without control group and supported by qualitative data. A group of 18 8th grade students studied equations and inequalities during 4 weeks. In the learning environment, the dynamic mathematics software GeoGebra was used in the view of constructivist philosophy, especially students were guided to make trial and error by taking advantage of different representations. Student’s mathematical understanding level was measured by the conceptual understanding level pre and posttests (pre-test and post-test) which include open ended questions. The pre-test and post-test were assessed and scored in terms of the SOLO taxonomy. Besides, students’ pretest and post-test answers were analyzed qualitatively by content analysis method. At the end of the study, although the scores of students’ pre-test and post-test were not significantly different, they showed better performance in post-test. Furthermore, it is observed that students were tending to use multiple representations in post-test in the qualitative analysis.
Dynamic mathematics software allows students making experiments to discover mathematical concepts on their own. In this way, the mathematical understanding can be supported more lasting and effective way. In this study, it is aimed to determine the mathematical understanding of 8 graders on equations and inequalities in the dynamic mathematics software supported learning environment in terms of the Structures of the Observed Learning Outcomes (SOLO). A quasi-experimental design was implemented. The experiment was designed as pretest-posttest without control group and supported by qualitative data. A group of 18 8th grade students studied equations and inequalities during 4 weeks. In the learning environment, the dynamic mathematics software GeoGebra was used in the view of constructivist philosophy, especially students were guided to make trial and error by taking advantage of different representations. Student's mathematical understanding level was measured by the conceptual understanding level pre and posttests (pre-test and post-test) which include open ended questions. The pre-test and post-test were assessed and scored in terms of the SOLO taxonomy. Besides, students' pre-test and post-test answers were analyzed qualitatively by content analysis method. At the end of the study, although the scores of students' pre-test and post-test were not significantly different, they showed better performance in post-test. Furthermore, it is observed that students were tending to use multiple representations in post-test in the qualitative analysis.