If we subtract 2 the line bends onto itself and gives another intricate design. The equation y = (|x|/|y|) gives us a curved line. Step 2: Making a geometric design inside the circle Next, let's make a pattern inside the circle. Our final equation is therefore x^2 + y^2 = 2^2 or 4. The higher the r value (the radius) the bigger the circle so let’s make the r-value to be 2. To make sure that the circle is centered around the origin we will leave the value of c and d as 0. The formula for a circle is (x - c)^2 + (y - d)^2 = r^2. Let’s start by making a circle around the origin. We will do our geometric design systematically by adding one or few equations at a time. Desmos works in a two-dimensional cartesian coordinate system and so all equations we type will have “x” and “y” variables. A straight line can be drawn using a linear equation, a circle or ellipse or parabola can be drawn by a quadratic, and so on. Step 1: Making a circle in Desmos Geometric pattern design sounds complicated but really it is made of simple equations superposed on each other. Type in equations in the workspace on the left and the graph appears on the right. You do not need to create an account for creating this design but you will need to create an account to save your work. Desmos is like a graphing calculator but on the web. In this blog post, we will demonstrate a simple but compelling geometric design made by one of Kodeclik’s students using Demos. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.įor technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: Dr. If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form. It also allows you to accept potential citations to this item that we are uncertain about. This allows to link your profile to this item. If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. See general information about how to correct material in RePEc.įor technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact. When requesting a correction, please mention this item's handle: RePEc:bcp:journl:v:7:y:2023:i:5:p:1124-1138. You can help correct errors and omissions. Suggested CitationĪll material on this site has been provided by the respective publishers and authors. Finally, since DGC is a significant contribution to the teaching and learning of geometry, the study, therefore, recommends its use and should serve as the foundation for further investigation. Provide the P score here, this result led to the conclusion that when DGC is used in geometry instruction by mathematics teachers, students’ conceptual understanding is enhanced. The Independent Sample T-test, Analysis of Variance, and Analysis of Covariance were used to analyse the discrepancies between the groups’ means which took into consideration α=.05 as the level of significance and the results showed that the experimental and control groups’ conceptual understanding post-test mean scores differed statistically significantly at μ=38.34. Using SPSS version 25, the data were analysed. Pilot testing was done with two secondary schools in Kiambu County with traits resembling the sample schools which validated the research’s instruments and the Cronbach’s Alpha Coefficient of. Data were gathered through questionnaires and achievement tests. Four schools were sampled and were divided into two control and two experimental groups through a purposive sampling technique. The study participants were 176 students and four teachers. The research adopted the Technology Acceptance Model of which the quasi-experimental research design was used with pre-post testing procedures. This paper shares findings from the study aimed to establish the effect of Desmos Graphing Calculator on secondary school learners’ conceptual understanding of geometry in Kiambu County, Kenya. Over time, a variety of tools and initiatives have been employed to aid pupils in understanding geometry concepts. One of the mathematics strands where students struggle is geometry. The use of Desmos Graphing Calculator (DGC) software in secondary schools’ geometry education has the potential to improve learners’ conceptual understanding.
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