Dynamic Mathematics Software Research Articles

The effect of hawgent dynamic mathematics software on mathematics achievement: A meta-analysis

In recent years, ICT development has greatly affected the education sector. The development has provided many opportunities to innovate and improve the quality of education. Dynamic mathematics software is one of the learning media that is widely used in mathematics lessons. China has always wanted to be innovative by developing Hawgent Dynamic Mathematics software with more features than other dynamic mathematics software. This research aims to determine the effect of Hawgent Dynamic Mathematics software on mathematics achievement and analyze the advantages of Hawgent compared to other dynamic mathematics software. This research employed a meta-analysis approach by analyzing 28 empirical research articles published in both Chinese and foreign journals. There are 46 effect sizes with 4137 students from 2018 to 2021. Furthermore, the data was obtained using CMA software. The results showed that the effect size of Hawgent on mathematics achievement was 2.11 (P=0.000.1), within the very high category. Further analysis showed that the number of students did not affect Hawgent’s effect size. The effect of Hawgent at the senior high school level was greater than at the elementary and junior high school levels. Furthermore, Hawgent’s effect on geometry and algebra subjects was greater than any other subjects. This research can be useful as information on the development of dynamic mathematics software since many countries tend to use Geogebra and Geometric Sketchpad.

An Exploration of Middle School Mathematics Teachers’ Beliefs and Goals Regarding a Dynamic Tool in Mathematics Lessons: Case of GeoGebra

Currently, teaching with technology has become crucial. This case study investigated the beliefs and goals of four middle school mathematics teachers regarding a dynamic mathematics software: GeoGebra. The participants of the study were four mathematics teachers working in public middle schools in Turkey. The data was collected through semi-structured interviews, lesson observations and perceived technology, pedagogy and content knowledge surveys. Data analysis revealed a consensus on GeoGebra’s usefulness in teaching units that link geometry and algebra. Most of the participants integrated GeoGebra to provide students with an explorative environment in which students were supported with feedback. Teachers’ goals of using the software were found to be providing visual representations, facilitating students’ learning, increasing students’ engagement, as well as decreasing their workload and saving time. Moreover, teachers listed several challenges such as classroom management and lesson planning. Despite the challenges they faced, teachers were willing to integrate the software into their lessons. Therefore, complementary workshops were seemed to be necessary to overcome these challenges. These workshops might aim at providing the necessary 21st-century competencies for mathematics teachers to integrate the software into their lessons effectively.

Modeling Conic Section Using Hawgent Dynamic Mathematics Software

Teachers should pay attention to the deep integration of information technology and mathematics courses, so as to achieve the effect that traditional teaching methods are difficult to achieve. Conic section in high school is an important carrier for cultivating students' mathematical literacy, but it is highly abstract and comprehensive, making it a "difficult point" in high school mathematics teaching. Hawgent dynamic mathematics software has powerful dynamic and visual functions, which can effectively assist the teaching of ellipse in high school. The questions to be studied in this paper are: (1) describe how teachers use Hawgent dynamic mathematics software to design learning media when teaching the content of conic section and stimulate students' for knowledge; (2) describe how Hawgent dynamic math software be used in class to help students understand the definition of conic section effectively. This research was used the research method combining ADDIE model and teaching experiment to analyze the class using Hawgent dynamic mathematics software to design learning materials and the class using traditional teaching method. Research sample was 130 high school students. Mathematical software design learning materials, can give students an intuitive presentation of the formation process of the conic, so as to help students effectively understand mathematical concepts and stimulate students' curiosity for knowledge.

Improving the Trigonometric Functions Learning Concept with Dynamic Mathematics Software

Since the 21st century, the new model of Internet+Education has gradually penetrated into the field of mathematics education and has become a hot topic in the current research on mathematics education, and education informatization has become the main development trend. Therefore, the purpose of this research is to help students and teachers how to use Hawgent dynamic mathematics software to help students learn trigonometric functions and help teachers practice trigonometric functions. The research method used is the research and development (R&D) method and this research was done at Chongqing Zhongxian Senior Middle School for the period month of July to August 2021. The model has adaptive guiding principles that can help researchers develop ICT based learning media in the five stages of analysis, design, development, implementation, and evaluation. This research is based on the Hawgent dynamic mathematics software to design a trigonometric function integrable ware design model, dynamically presenting the concept of trigonometric function and its image and properties, and then use integrable ware to assist the teaching of trigonometric functions, and verify it through experimental teaching. The results show that the learning of trigonometric functions assisted by Hawgent dynamic integrable ware design can help improve students' understanding and interest in trigonometric functions. In the future, other researchers can study the influence of information technology on the teaching of mathematical formulas, theorems, and mathematical problem solving, and explore SEM models of influencing factors.

Dynamic Software Based Mathematics Review Lesson Design: Take a Basic Theorem of Vector Plane as an Example

Reviewing lessons as a very important form of learning and very important role to impress students. The research method was adopted the ADDIE model design. This research was done at Balihan Senior High School, China. The population of this research are 43 students and using random sampling to selected a representative 5 students. The student statement result show that, a using Hawgent dynamic in the review lesson can improve student learning performance, very useful in the learning process and etc with statement average is 80.4% or good category. Based on validation results of the 3 aspects obtained an average percentage of 81.33% in a good category. Therefore, the review lesson of basic theorem vector plane using Hawgent dynamic mathematics software can be applied to the teaching process and can using this dynamic software to the review lesson another mathematics topics.

Integrating Hawgent Dynamic Mathematics Software into Cone Volume Geometry Learning in Elementary School

The aim of this research is to integrate Hawgent dynamic mathematics software into geometry learning to help teachers explain concepts and students understand the basic concept of volume of cone in 6th grade of elementary school. The research was conducted at Ningcheng Third Experimental Primary School with the population being all 6th grade students of the 2021/2022 school year. Sampling with a cluster random sampling technique and selected 40 students of 6th grade as the sampling class. In this teaching experiment research, the researcher was using a BOPPPS model based on the APOS theory. The research results showed that 79.49% of the students agree that the integrating Hawgent dynamic mathematics software into cone volume geometry learning process can help them understand the concept of cone volume. Integrating Hawgent dynamic mathematics software improves their interest in learning, the basis of in-depth understanding of knowledge, and the accuracy of the problem. In addition, information, communication and technology is highly integrated with classroom teaching, which can enrich classroom content and improve learning efficiency.

The Effect of Dynamic Mathematics Software Geogebra on Student’ Achievement: The Case of Differential Equations

In mathematics, a differential equation uses important mathematical concepts like function, derivative, integral, etc. Geogebra is a dynamic mathematical software uniting geometry, algebra and differential calculus. There are two objectives in this study. The first objective is to examine the impact of the use of Geogebra on the students’ understanding of differential equations. The second objective is to see how the students interact with a Geogebra environment according to their styles of mathematical thinking. The subjects of this research were 35 and 32 students for the experimental and control group, respectively of 12th grade at a government school, west of Morocco, in the academic year 2020-2021. These participants have different mathematical thinking styles (MTS): visual, analytic, and integrated. The results show that teaching differential equations with GeoGebra is more efficient in terms of conceptual knowledge than the conventional method. In procedural knowledge, students in both groups were in similar achievement levels. We can conclude that Geogebra was more beneficial for students with integrated thinking, especially for conceptual knowledge. 
 
 Received: 19 July 2021 / Accepted: 3 October 2021 / Published: 5 November 2021

Using Hawgent Mathematics Software to Help Primary School Students to Read Clocks

Clock reading is a very important skill for students however there are still students that finds clock reading difficult to understand. Technology can help students to understand mathematics concepts. This research developed a learning media using the research and development method and the ADDIE framework. The sample of this research are 87 students from Bandung, Indonesia. The learning media is made based on the analysis of teachers’ and students’ difficulties on clock reading. The result of this research shows that Hawgent dynamic mathematics software can help students to understand clock reading. The learning media also received a positive response from the students. During the teaching and learning process, students were more active in answering the teachers’ questions and were able to follow the instruction given. This research proved that technology can help students in various aspects that includes getting students’ attention so that they more focused in learning mathematics. The use of technology can be used for various topics in various grades.

Butterfly spirals

In this article special sequences involving the Butterfly theorem are defined. The Butterfly theorem states that if M is the midpoint of a chord PQ of a circle, then following some definite instructions, it is possible to get two other points X and Y on PQ, such that M is also the midpoint of the segment XY. The convergence investigation of those sequences reveals bounded piecewise spirals, and is done by using the free dynamic mathematics software GeoGebra. It is also supported with rigorous reasoning concerning the convergence of a special sequence. Moreover, it raises related problems that encourage further investigation. This article suggests a content that can be useful for students at secondary as well as undergraduate levels since it incorporates principles taught to students during their first courses in Algebra, Calculus and Geometry especially those related to convergent sequences, the algebra of complex numbers, plane isometries and basic Euclidean geometry.

PENGGUNAAN INFORMATION COMMUNICATION AND TECHNOLOGY (ICT) TOOLS DALAM MENDUKUNG PEMBELAJARAN MATEMATIKA INTERAKTIF

The current era has arrived at the presence of a young generation called digital native so that interactive learning based on Information Communication and Technology (ICT) in mathematics is considered very suitable for this situation. This study aims to find out: 1) how is the development and use of ICT tools in interactive mathematics learning in the last decade?, and 2) what are the opinions of users of ICT tools in learning mathematics?. The method used in this research is a literature study method, by reviewing literature or scientific papers relevant to the research problem by using scientific sources. The results of this study are: 1) the development and use of ICT equipment in interactive mathematics learning within the last decade to the use of high technology including teachers using videos, general ICT software, and mathematics ICT software: Computer Algebra System, Dynamic Geometric Software, Dynamic Mathematics Software and Augmented Reality (AR) as part of Virtual Reality (VR); and 2) ICT users in learning (teachers and students), especially mathematical software, have a positive response in the use of ICT in learning.

Research on HPM Teaching Supported by Hawgent Dynamic Mathematics Software: Take “The Recognition of Circle” as an Example

History and Pedagogy of Mathematics (HPM) is one of the important research fields in mathematics education, which has received widespread attention from the mathematics education community because of its educational value. Modern mathematics education technology plays an important auxiliary role in mathematics teaching. Hawgent is a dynamic mathematics software that can present abstract mathematical knowledge visually and static mathematical knowledge dynamically. In view of this, this research takes “the recognition of circle” as an example to conduct a research on HPM teaching supported by Hawgent Dynamic Mathematics Software in three aspects: analyze the contents and uncover the history of mathematics, make the products and show the history of mathematics, design the teaching and integrate the history of Mathematics.

Construction of proof of the Fundamental Theorem of Calculus using dynamic mathematics software in the calculus classroom

Construction of proof of the Fundamental Theorem of Calculus using dynamic mathematics software in the calculus classroom

Information and Communication Technologies to Improve Problem Solving and Self-Efficacy: Exploring Geometry Learning Using Dynamic Mathematics Software Geogebra

Information and communication technologies can support learning of geometry through geogebra software. This study aimed to investigate the effectiveness of dynamic mathematics software geogebra towards problem solving and self-efficacy. Seventy-four university students divided to one class assigned as geogebra assisted learning and the other as using conventional learning. The results showed a significant difference of problem solving between these two groups statistically. Additionally, The results showed that there is a significant difference of self-efficacy between these two groups statistically. The results indicates that the problem solving and sef-efficacy of the university students using geogebra assisted better than using conventional learning. We can conclude that the dynamic mathematics software geogebra is effective to improve problem solving and self-efficacy

Students' Attitudes Towards Implementation of Hawgent Dynamic Mathematics Software on Curved Surface

Along with the development of the world of science, it is getting faster ICT in education. The objectives to be achieved in this study are to find out how the student's response to the utilization of the Hawgent Dynamic Mathematics application on the material of the curved side of the learning room in the teaching and learning process took place in the classroom. The main object in this study was the 9th-grade junior high school student who was 96 students at Gusui Middle School in Guangxi Zhuang Autonomous Region. Data collection in this study was a questionnaire containing indicators that have to measure the student's response to the use of learning media using Hawgent Dynamic Mathematics and the primary tool processing research data, namely Ms. Excel and SPSS statistical. The study results were related to the student's response that students agreed, were happy, and were assisted by the Hawgent Dynamic application. The perception or student response results concluded that learning using Hawgent Dynamic software could help in mathematics. It was easier and satisfying for students to understand the material about building a curved side space. However, the use of Hawgent software was only limited to trials, so it was recommended that it be able to use and utilize this software for other discussions on mathematics lessons.

Improving the Creative Thinking Skills of the Next Generation of Mathematics Teachers Using Dynamic Mathematics Software

The case study reported in the paper investigated the effect of Project-based learning on students training to be mathematics teachers, pursuing their final projects. The final projects had as an aim of designing attractive and interactive mathematics learning material. This study used a qualitative method to assess the impact on the trainee teachers in terms of their creative design thinking. The research made use of the Hawgent dynamic mathematics software package. The study participants were all students at Guangxi Normal University, China. The students were divided into three groups, each with four or five members. The results presented show that selecting material and combining it with art using dynamic mathematics software can improve the communication skills, problem-solving and creative thinking skills, and improve the prospective teachers' self-confidence. Moreover, it was found that prospective mathematics teachers need motivation and support during their projects' lifecycle and that motivation has a positive effect on improving self-confidence.

The effect of GeoGebra on academic achievement in geometric place

This study deals with the effect of GeoGebra, one of the dynamic mathematics software, on high school students in learning the subject of geometrical place and the relationship of this effect with the socio-demographic characteristics of the students. The study was carried out with 12th grade students at a private high school located in Çankaya, Ankara. The assignments of the students included in the research to the experimental and control groups were made randomly, and the subject of geometric place was taught to the control group using traditional methods and to the experimental group using GeoGebra software. There were a total of 31 students, 12 girls and 19 boys, in the experimental group, and a total of 32 students, 14 girls and 18 boys, in the control group. "Personal Information Form" and "Achievement Test" prepared by the researcher were used in the research. In the Achievement Test applied as a pre-test, no statistically significant difference was found between the success means of the experimental group and the control group. In the Achievement Test applied as a post-test, a statistically significant difference was found between the experimental group and control group means in favor of the experimental group. On the other hand, a significant difference was observed between the pre-test and post-test in both the experimental group and the control group. In the analysis of the sub-problem of the research, there was a significant difference in the success mean of the experimental group according to the gender variable, but no significant difference was observed in the mean of success in the control group.

The effect of dynamic mathematics software on mathematical problem solving ability

Mathematics is one of the fields of science that is very important for humans because all science is related to mathematics. One of the skills that should be learned and developed in mathematics is mathematical problem-solving ability. Problem-solving ability is highly needed because humans are always used in everyday life, both in education and daily life. In fact, students’ problem-solving abilities are lacking. This is because mathematical problems created by teachers are not based on indicators of problem-solving ability. Triangle is the important material of two-dimensional figures in elementary school. Teachers need to explain the basic concept of a triangle so that students can master a more difficult concept of a triangle. Dynamic mathematics software can help students grasp the concept of triangles. This study used a quantitative method. This study is a comparison between classes using Hawgent and using conventional methods. The subjects in this study were 72 seventh-grade students in Cianjur, Indonesia. Data were collected based on the results of the pre-test and post-test problem-solving ability. Based on the study results, the class using Hawgent is more good than the class that using the traditional method. Hawgent has been proven to help students understand triangle material.

Learning points, lines, and plane geometry with Hawgent dynamic mathematics software

Geometry is any shape seen as a set of specific set points, while a plane means a collection of all lines. In mathematics, points, line, and planes geometry is complicated for students to understand a basic concept. This research aims to help teachers explain the concepts of points, lines, and planes and help students understand the basic concepts of points, lines, and planes with Hawgent dynamic mathematics software. The method used in this research is Analysis, Design, Development, Implementation, and Evaluation. The evaluation results of media expert were 82.77%, and material expert was 84.17%. The result of the implementation is a positive response from students when learning mathematics uses Hawgent dynamic mathematics software in the classroom and also a positive response from the teacher towards learning media of Hawgent dynamic mathematics software. In further research, elementary school materials can be developed using Hawgent dynamic mathematics software or other dynamic mathematics software to increase students’ interest in learning and make students more active in teaching and learning activities.

Implementation of ICT using Hawgent dynamic mathematics software to teach probability

Technology is one of the media to enhance the quality of teaching. Technology can cause the teaching-leaming process to be more interactive and less tedious. According to Indonesia’s national examination result, the probability topic still got a low score in the past three years. This data is supported with the observation on junior high school students that students’ mathematics ability towards the basic concept of Probability is still low. This research aims to make education in education to guide Senior High School students to understand Probability. This study uses a mix of research development using the ADDIE model and quasi-experiment to analyze the class that uses technology Hawgent with the class that uses the conventional teaching method. According to this observation, researchers designed technology-based learning using Hawgent to support a Senior High School student to grasp the basic concept of Probability better and improve students’ learning outcomes. According to the validation and discussion, the Hawgent’s development as learning media has been validated by the media and material experts that falls in the excellent category or is applicable. The test result on the students also falls in the satisfying category.

GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions. 
 
 Keywords: GeoGebra, functions graphs, Trigonometric functions