The Role of Technology in the Process of Learning Mathematics

Costică Lupu

doi:10.4236/ajor.2015.52008

Abstract

The research was achieved by applying several questionnaires and evaluation tests that have shown the efficacy of using the computer in building active thought and skills in the graphical representation of functions , within a Cartesian reference system xOy. Our research was based on the following hypothesis: if we systematically use, in lessons of algebra and mathematical analysis, the GeoGebra software for drawing the graph of a function, then we shall contribute to building attitudes and competences in using the computer for the graphical representation of functions , within a Cartesian reference system xOy. The purpose of our study is to present a practical computer use model for the students from the Pre- and In-Service Teacher Training Department, “Vasile Alecsandri” University of Bacau, during their pedagogical practice stage of continuous training, aimed at building practical skills in supporting the teaching-learning process with computers. To deal with these issues, we are trying to find the best teaching-learning strategies by using the calculus technique. The research was conducted at the “Stefan cel Mare” National Pedagogical College from Bacau, by assisting 20 lessons of mathematics and 20 lessons of Information and Communication Technology, involving a group of 104 students in the 11th grade. In order to verify the hypothesis, we have established several objectives that orient and guide our activity: knowing the initial level of mathematical training in terms of graphical representation of functions; identifying the frame and reference objectives of the curriculum for mathematical education regarding the graphical representation of functions; designing and conducting a teaching process focused on the use of the computer and the GeoGebra software in learning the graphical representation of functions; final evaluation of the students’ level of training regarding the graphical representation of functions in a plane.

Highlights

The mathematician Markus Hohenwarter, creator of the GeoGebra software, started the project in 2001 at the University of Salzburg
The pre- and post-test questionnaires included a series of questions regarding the use of the GeoGebra software in teaching-learning geometry in elementary school
To what extent do you believe that using the computer and the GeoGebra software is useful in learning geometry in the present context? The answers will be provided on a scale from 1 to 5, where: 1 = to a very small extent/not at all and 5 = to a very large extent (Table 1)

Summary

Introduction

The mathematician Markus Hohenwarter, creator of the GeoGebra software, started the project in 2001 at the University of Salzburg. The worksheet of the latest versions of GeoGebra or the document with the extension GGB contains: the “algebra window” and the “geometry window”, where one may insert the Excel calculus table for numerical values. A feature of the latest versions of the application is that it associates “mathematical objects” with three representations: 1) graphical (points, polygons, representative curves for functions); 2) algebraic (points, coordinates, equations of lines, conics; 3) value representation, in the Excel calculus sheet [1]. The graphical representation of a function implies several stages of calculus that students may cover after having studied mathematical analysis in the 11th grade. These steps are performed well by students, they still display a certain amount of unskillfulness in achieving the drawings. That is why we believe that GeoGebra comes to support students in achieving a correct image of the graph of a function [2]

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Conclusion