The development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software

Abstract

ABSTRACT This article presents an instructional technology-based cycle model intended to support and facilitate the teaching and learning of mathematics, particularly calculus. The study used quantitative methods with quasi-experimental research that uses non-randomised assignments of the study group that are categorised into experimental and control groups including 36 and 30 students in the control and experimental groups, respectively, at a university in Ethiopia. A pre-test was administered to the experimental and control groups before the intervention (statistical control over the groups) to identify students’ abilities in the two groups. Based on nine steps, Vygotsky’s theory of learning model was implemented in the classroom using GeoGebra software. The findings suggest that the GeoGebra classroom-oriented approach to learning differential calculus, using the cycle model, had a positive effect on students’ conceptual understanding and a very positive effect on their procedural understanding. The article recommends that using the cycle model of instruction in the teaching and learning of calculus can bring important benefits to different stages of schooling in the Ethiopian context and beyond.