Abstract
The purpose of this study was to investigate the influence of GeoGebra on students’ achievement in geometric transformations and attitudes toward learning mathematics through technology. In the mathematics classroom, the use of GeoGebra can help students and teachers to explore the mathematical ideas and concepts and the association of these ideas and concepts with real life examples, thus resulting in permanent and effective learning in mathematics and higher mathematics achievement (Doktoroglu, 2013; Saha, Ayub & Tarmizi, 2010; Mwingirwa, 2016; Leong, 2013; Leong & Noorbaizura, 2013; Furkan, Zengin & Kutluca, 2012; Zengin, 2011; Mercan, 2012; Bilgici and Selcik, 2011; Akgul,2014). Two theories, multiple representations theory (Bruner, 1966) and social constructivism (Vygotsky, 1978) which is anchored on two twin concepts of Zone of Proximal Development (ZPD) and scaffolding formed the framework of this thesis.The sample consisted of 66 Grade twelve students at St Marcellin’s secondary School in Kalulushi. This study followed a pre-test post-test research design. Achievement in geometric transformations was measured using GTPreT and GTPT while attitude toward learning mathematics through technology was measured using MTAS items. The intervention was teaching geometric transformations with GeoGebra in contrast to using traditional teaching methods in the control group.After the intervention, it was found that there was a statistically significant difference in achievement in GTPT in favor of the experimental group. The researcher concluded that GeoGebra may be an effective tool for teaching geometric transformations to students in Zambian Secondary Schools. It was also concluded that GeoGebra benefits both male and female students and therefore it is useful in bridging the gap between the genders in the learning of mathematics. The study will add to the current knowledge in the teaching of mathematics in the Zambian curriculum and hence improve performance. Keywords : GeoGebra, achievement, attitude, geometric transformations, technology DOI : 10.7176/JEP/10-13-04 Publication date :May 31 st 2019
Highlights
Introduction of the studyToday we live in a technology era and as such it is inevitable that technology affects how we teach and how we learn
GeoGebra software basically acted as the primary scaffold in assisting and guiding the students to reach their Zone of Proximal Development (ZPD)
When it comes to gender equity, this study concludes that GeoGebra benefited both male and female students in learning geometric transformations since learning in the dynamic geometry environment did not discriminate against the students by gender
Summary
Introduction of the studyToday we live in a technology era and as such it is inevitable that technology affects how we teach and how we learn. Due to many research studies for new approaches to the process of teaching-learning, that have been conducted for many years, new supportive techniques that enable effective teaching and learning have been developed. One of these techniques is the integration of technology into the education field. Many research studies show that GeoGebra is useful as a supportive tool in the learning and teaching of mathematics. Since geometric transformation deals with space and shapes, it is easy to see why it has many applications in the life of an average person as opposed to algebra or calculus, which are typically only used by those going into math-related fields
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