Using technology-enhanced step-by-step unrolled strategy to improve ninth-grade students' geometric reasoning

The purpose of this action research is to examine and compare the geometric reasoning skills, perceptions about geometric proofs, and success in geometry of the students before and after the geometry course integrated with technology -enhanced applications and step-by-step strategy. In line with these purposes, a lesson plan and materials related to the Pythagorean theorem were prepared. The sample group of the study consisted of 34 students in the 9th grade studying at a state high school in the Esenler district of Istanbul. The lesson plan application lasted for 2 weeks. In order to investigate the effectiveness of the developed materials, the geometric reasoning levels of the students were evaluated with the Van Hiele test before and after the course, the students' perceptions about geometric proofs and perceptions about the implementation of the geometry unit with the answers they gave to the reflection questions asked before, during, and after the course, and the students' geometry success was evaluated with the unit achievement test created. According to the results obtained, it was concluded that the geometry course integrated with these strategies made a positive contribution to the students' geometric reasoning skills and course success. It was determined that there was a significant difference between the students' pre-Van Hiele levels and post-Van Hiele levels. In addition, it was determined that there was a significant difference between the pre-test and post-test scores in the unit achievement test. According to the findings obtained from the qualitative data of the research, it was determined that the students had positive perceptions about the geometry course and this strategy, and that they found the use of this strategy instructive and entertaining.