Abstract
Technology plays a significant role in all aspects of human life, including the education world. For instance, the use of computer media in the learning process is very useful for improving students' mathematical abilities such as GeoGebra. Therefore, this research aims to describe the results of various studies on the usage of GeoGebra software as a mathematical learning tool to improve students' spatial abilities. This is a descriptive research where intensive and rigorous literatures were reviewed, with data collected from previous studies on GeoGebra software's effect on learning mathematics. Several related electronic databases were explored to investigate for the relevant articles. The relevant articles identified use the snowballing method. The result showed that the use of GeoGebra software is one of the most frequently used technologies in the mathematics classroom as well as in other fields of science because of the great potential of this software in helping students to master important mathematical concepts and offer features specific to mathematical concepts for mathematics learning. The use of GeoGebra helps students understand mathematical material and improve spatial abilities, visualize and animate mathematical objects as well as motivates students to learn mathematics using GeoGebra.
Highlights
Geometry is one of the mathematics topics that is difficult for students to understand, visualize, and construct geometric shapes [1 – 7]
Several studies show that GeoGebra is very effective in learning mathematics [49 – 52]
Previous research has proven that GeoGebra has a positive influence on student learning outcomes [53, 54], improves
Summary
Geometry is one of the mathematics topics that is difficult for students to understand, visualize, and construct geometric shapes [1 – 7]. Marika [11] stated that students find it challenging to describe the shape of space, especially the building area This is similar to the research carried out by Sugiarni [12], which reported that students find it difficult to transform and provide final conclusions related to geometric objects. Their weakness is found in the formula for the surface area of cubes and blocks [13], as well as drawing graphs, determining gradients and equations from straight-line graphs [14]. Students find it difficult to solve problems related to the surface area of spaces, frameworks, the volume of space structures, and the relationships between objects [15]
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