Impact of GeoGebra on the Students’ Conceptual

Kado Kado

doi:10.46966/ijae.v2i4.140

Abstract

The paradigm shift from traditional didactic instruction to technology-enriched teaching and learning environments significantly benefits learners. Educational technology can visualize abstract mathematical concepts contextually and graphically and allow learners to actively construct this knowledge. This study aims to ascertain the efficacy of a computer-assisted instruction method using GeoGebra in further developing the concept of the function limit for grade XI students. This study employed a quasi-experiment static-group comparison design with 60 students from Gongzim Ugyen Dorji Central School at Haa in Bhutan. The students were divided into two equal groups. Group ‘A’ used the GeoGebra software, while group ‘B’ used the conventional method to learn the limit of the function. The data was collected through a Conceptual Knowledge Test of Limit Function. In addition, an independent sample t-test was employed using the Statistical Package for the Social Sciences (SPSS 22.0). This study demonstrated that students who were taught using GeoGebra outperformed those who learned through conventional methods. The results confirmed that GeoGebra software could enhance and significantly improve students’ conceptual understanding of the limit of the function.

Highlights

The study of calculus is one of the most fundamental topics in mathematics due to its widespread application in multidisciplinary fields
This study demonstrated that students who were taught using GeoGebra outperformed those who learned through conventional methods
Results in the Table 3 showed that the experimental group outperformed the control group in Conceptual Knowledge Test of Limit Function (CKTLF), indicating the effectiveness of GeoGebra in enhancing the conceptual understanding of the limit of function compared to traditional didactic teaching and learning

Summary

Introduction

The study of calculus is one of the most fundamental topics in mathematics due to its widespread application in multidisciplinary fields. Despite its importance, limited concepts have been historically difficult for introductory calculus students (Cappetta & Zollman, 2013; Denbel, 2014; Gürbüz & Agsu, 2018; Liang, 2016; Muzangwa & Chifamba, 2012; Tall, 1992). They cannot elucidate the role of limit in providing the algebraic definition of derivative and definite integral as the limit of sum (Aréchiga Maravillas et al, 2019; Orton, 1983). Relating the limit concept to continuity and derivative was challenging for the students (Thabane, 1998)

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