THE INTUITIVE RULE MORE A-MORE B: THE IMPACT OF A DYNAMIC GEOMETRY SOFTWARE

Abstract

The aim of this study was twofold: First to examine the impact of the intuitive rule “more A-more B ” on Cypriot students while dealing with geometric tasks and secondly to investigate whether teaching with the use of dynamic geometry may help children overcome the effects of the rule. The study was consisted of two parts. The first one was conducted with seventy-seven 6th graders who were presented with seven tasks concerning the sum of angles in triangles and quadrilaterals. The second was conducted with two 5th grade classes which were taught with two different teaching approaches, the traditional teaching approach and the approach with the use of a Dynamic Geometry software (DGs) called Euclidraw Jr. The results indicated that the intuitive rule has great impact on students ’ reasoning and that the use of DGs was more effective than traditional teaching