Experts in instruction and pedagogy have put the effectiveness of Cabri to the test. They have proven the benefit of using Cabri alongside traditional learning techniques.
Spanish researchers in instructional methods carried out a study over 6 years of 15,000 high school students and 400 teachers. The goal was to measure the impact of using new technology in the mathematics classroom.
Among software selected for the experiment, Cabri was the only one chosen for the geometry portion. The results of this study demonstrate an increased performance of 30% by students who used Cabri compared to the control group that did not use any software.
Study undertaken by researchers Ildefonso Mazas and José Maria Arias. www.infoymate.es/investiga/rsme/rsme.pdf
«The benefit of Cabri in the mathematics classroom is that it encourages a dynamic teaching style thanks to its interactive features.
Indeed, in a traditional paper-pencil classroom, students often play a passive role where they know the teacher will sooner or later answer all of his own questions. With Cabri, students have a set of tools that facilitate their learning and put them in an active role. They can take advantage of a multitude of figures, search the software, formulate hypotheses and verify them in real time with the help of appropriate manipulations…
The educational software does not explain why a particular answer works but invites students to analyze the figure being studied and to develop the properties which, carefully organized, will allow them to see the deductive development unfold.
Geometric figures constructed with the help of Cabri and projected by the teacher also offer an opportunity for students to support their remarks such as a film that would be shown while the teacher lectures. Using Cabri in this way facilitates the comprehension of the problem at hand, especially for students who are visual learners.
Michel Chastellain, professor HEP and co-author of Mathématiques 5/6/7/8/9, éditions LEP (Switzerland).
«As part of the national educational project (PROINFO) in Brazil, I carried out a research project on students in 6th and 7th grade between 1998 and 2000. Students first did activities in a traditional paper-pencil environment and then 90 days later they used Cabri. The results showed important differences in answers given in each of the two contexts. To justify these differences, we analyzed the contribution of the dynamic aspect of Cabri. Our analysis showed evidence that this characteristic of the software had a significant influence on the way certain problems were solved.»
Iranete Lima, middle school and high school teacher in Recife, Brazil.