Using cabri 3D in geometry teaching on 8th grade effect on academic success and assesment of students opinions

In our time, ıt is sugggested that the technology must be used effectively in constracting the environment in which students can learn by trying and discovering. Mathematics education, is one of the science areas as a means of locomotive in developing and becoming current of education system keeping pace with technology. The process begining with the Computer Aided Mathematics Education (CAME) continues to its development with Dynamic Geometry Sowftware (DGS). Most maths subjects which students get difficulty in understanding and many teachers making concrete have become more pleasant and funny with this sowftware. It can?t be exluded geometry forming the important part of mathematics and requiring the visual perceiving. However, that requires a three-dimensional depth and spatial perception geometry issues are still troubling issues for students. In two-dimensional environment, it is quite difficult to eliminate this problem for many students and teachers. In this study, it is aimed to determine the effects of Dynamic Geometry Sowftware CABRI 3D on the academic achivement of students in the class 8 at the subject of ?Prisms?. In addition, it is evaulated the opinions of students about CABRI 3D. This study is an experimental one and it was carried out with 32 students studying in class 8 in primary school in South eastern Anatolia region in 2011-2012 academic year. While the issues in experimental group are studied with worksheets developed in accordance with CABRI 3D in technology-supported environment, in the control group the issues are studied with the method according to cirriculum in two-dimensional environments. In order to determine the diffirences between the experimental and control groups developed in line with the opinions of experts and teachers 7 opend-ended questions applied to pre-test and post-test. Experimental and control group pre-test and post-test scores analysis of using non-parametric tests, data were obtained from interview forms and worksheets analysis of descriptive methods. At the result of the analyzes, education made in CABRI 3D enviroment has been more positive impact on students? academic achievement and contribute to conceptual learning than two-dimensional enviroment. At the same time, according to CABRI 3D enviroment students have made positive opinions. It is proposed various suggestions based on existing results.