The Effect of Teaching "Chaos Theory and Fractal Geometry" on Geometric Reasoning Skills of Secondary Students

  • Reda Abu Elwan Sultan Qaboos University Muscat, Oman
Keywords: Chaos theory and fractal geometry, Geometric reasoning skills, Iteration geometry.

Abstract

Chaos theory and fractal geometry have begun to appear as an important issue in secondary school mathematics. Chaos theory is the qualitative study of unstable periods in deterministic nonlinear dynamical systems, chaos theory looks at how things evolve. Fractal geometry is a subject that has established connections with many areas of mathematics (including number theory, probability theory and dynamical systems). Fractal geometry, together with the broader fields of nonlinear dynamics and complexity, represented a large segment of modern science at the end of the 20th century; this paper investigate the concepts of chaos theory and fractal geometry as a conceptual transformation at secondary school level. This paper reports a study of the effects of teaching chaos theory and fractal geometry on geometric reasoning skills in geometry. Thirty of the tenth grade students of basic education participated in an experimental group, which was involved in working with chaos theory and fractal geometry activities, pre-treatment measures the geometric Reasoning skills. Teaching fractal geometry properties and examples were focused in the teaching activities. At the end of the teaching measures  geometric reasoning skills were again obtained. Since the study was an exploration, the effectiveness of teaching chaos theory and fractal geometry, the exploratory data collected by the researcher was also considered to be an important part of the study. 

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Author Biography

Reda Abu Elwan, Sultan Qaboos University Muscat, Oman
PhD
Published
2014-08-19
How to Cite
Abu Elwan, R. (2014). The Effect of Teaching "Chaos Theory and Fractal Geometry" on Geometric Reasoning Skills of Secondary Students. INTERNATIONAL JOURNAL OF RESEARCH IN EDUCATION METHODOLOGY, 6(2), 804-814. https://doi.org/10.24297/ijrem.v6i2.3876
Section
Articles