Dynamic Mathematics Software Research Articles

Discovering geometry via the Discover command in GeoGebra Discovery

We present a new way to discover statements in a planar geometric figure by using GeoGebra Discovery, an experimental version of GeoGebra, the free dynamic mathematics software package. A new command "Discover" (which is also available as a tool) requires an input point of the figure---as output several properties of the figure are communicated by the program. That is, "Discover" reports a list of the observed geometric properties, including point equality, equal long segments, collinearity, concyclicity, parallelism and perpendicularity. All of the obtained statements are checked symbolically: this means that the verification is done with computer algebra means. The obtained properties are also highlighted with colors or dashed lines in the original figure. The discovery process can always be continued by creating new objects and selecting a new target point to discover. We focus on possible uses in a classroom: two basic examples are shown from an Austrian textbook first. Then some more difficult topics are introduced that are usually covered by the secondary school curriculum. As a final example, we consider the discovery of a more advanced theorem, namely, a proposition according to Napoleon. In the paper we give some references to related software systems and the applied mathematical background as well.

Implementation of technology enhanced activities for teaching slope in daily life situations

This study aims to present a mathematics teaching content aiming to support the teaching of slope for understanding slope conceptually in the classroom environment using computers and dynamic mathematics software. Within the scope of an implemented instructional sequence, the developed and also open to development steps of the activities integrated with GeoGebra files were evaluated so that eighth-graders can make sense of the slope concept in daily life situations. The findings revealed that the implementation of the instructional sequence prepared to explain the slope of a physical structure/object through activities integrated with GeoGebra files involving various situations on slope-related and non-slope related attributes offers a rich environment for mathematics teaching-learning. The findings also revealed that there may be some difficulties during implementation and how these difficulties can be overcome. As a result of the study, suggestions are made for future studies to be conducted on this topic.

Learning the Concept of Absolute Value with Hawgent Dynamic Mathematics Software

Understanding the concept is one aspect that is needed and must be owned by students in learning mathematics. This research aims to make learning media assisted by hawgent dynamic mathematics software on understanding the absolute value in grade 10 Senior high school to help teachers explain the concepts and assist students in finding and understanding the basic concepts of absolute value topic. The development model used in this research is ADDIE development model. ADDIE is an abridgment of Analyze, Design, Develop and Evaluation. Researchers the learning media Hawgent can help students to understand and find the concept of absolute value. Based on several aspects, clearly and attractively with an average of 78.9% in the excellent category. It is concluded that the development of learning media Hawgent dynamic mathematics software can be used on the subject of understanding the concept of absolute value and with the help of this software it can help teachers explain the concept of absolute value and the students are also very interested in this ICT-based learning media. This conclusion is related to the validation results of media experts and material experts, where the validation results from media experts on the use of learning media are in good categories.

O uso do GeoGebra em atividades matemáticas: uma experiência com alunos do 2º ano do ensino médio

Este relato de experiência integra as ações do primeiro autor sob a orientação do segundo ao Projeto de Pesquisas em Educação Matemática na Formação de Professores. Ademais, as ações resultantes dessas atividades ocasionaram o trabalho de Conclusão de Curso em Matemática. Na ocasião foram desenvolvidas oficinas junto aos alunos do ensino médio com o intuito de explanar sobre o software de matemática dinâmica GeoGebra. Como fruto deste trabalho os alunos participantes das oficinas montaram uma sala de exposição onde apresentaram o GeoGebra para alunos visitantes de outras escolas, ensinando algumas funções básicas do programa por ocasião da realização de uma feira de matemática realizada na própria escola. Os resultados indicaram que a utilização de tecnologias informáticas nas aulas de matemática pode contribuir para o processo de ensino e aprendizagem dos alunos, no sentido de que as mesmas possibilitam a articulação entre as múltiplas representações semióticas dos objetos matemáticos e, além disso, possuem um caráter motivacional deixando a aula mais dinâmica e interativa.

Developing A Mathematics Learning Media to Explain Formula Of Area of Kite Using Hawgent

This study aims to develop Hawgent Dynamic Mathematics Software Learning Media. The broad material of ICT-based kites as a medium for learning mathematics for grade IV SD students. The research method used in this research is Research and Development (R and D) with a 4-D model. The results of the material expert’s assessment of the six components include: the language aspect is 70%, the ease of use of learning media reaches the highest average of 90%, and it is concluded that the overall average percentage is 83.33%. It can be said that the ICT-based learning media that have been designed are in the feasible category. While the results of the material expert’s assessment of the four aspects obtained an average percentage of 87.89%. Based on the results of the study Hawgent Dynamic Mathematics Software Learning Media can be used as a learning media for learning mathematics to find the area ofa kite.

The Dynamic Mathematics Software for Teaching Variance

Abstract. In traditional teaching, many teachers often ignore the process of students' knowledge exploration, devote themselves to instilling knowledge to students in a short time, and then adopt the sea of questions tactics. Such teaching is only limited to the stage of telling students what "variance" is and how to use it, and ignores the birth process and meaning of "variance". The purpose of this research is to see the differences in classes that use dynamic mathematics software and traditional classes. The method in this research is descriptive qualitative. The sample in this study was seventh-grade students at one of the junior high schools in China. The content of this research design is the use of dynamic mathematics technology, focusing on the understanding of the concept of efficiency-improving variance, and the form innovation of the course design is design and record before and after optimization-evaluation and analysis before and after optimization. This article mainly takes the concept of teaching variance topic as an example to try to explore the teaching design of optimizing the important and difficult points of mathematics. This study shows that Hawgent dynamic mathematics software makes students get deep learning and makes teaching and learning activities more active. Then the teacher can continue to use Hawgent dynamic mathematics software to make students more active.
 
 Abstrak. Dalam pengajaran tradisional, banyak guru sering mengabaikan proses eksplorasi pengetahuan siswa, fokus menanamkan pengetahuan kepada siswa dalam waktu singkat, dan kemudian memberi banyak soal untuk diselesaikan. Pengajaran semacam itu hanya sebatas tahap memberi tahu siswa apa itu "varians" dan bagaimana menggunakannya, serta mengabaikan proses penemuan konsep dan makna "varians". Tujuan dari penelitian ini adalah untuk melihat perbedaan kelas yang menggunakan dynamic mathematics software dan kelas tradisional. Metode dalam penelitian ini adalah deskriptif kualitatif. Sampel dalam penelitian ini adalah siswa kelas tujuh di salah satu sekolah menengah pertama di China. Desain penelitian ini adalah pemanfaatan teknologi dynamic mathematics software, menitikberatkan pada pemahaman konsep varians, dan inovasi bentuk rancangan penelitian rekam sebelum dan sesudah optimalisasi-evaluasi dan analisis sebelum dan sesudah optimasi. Artikel ini terutama mengambil konsep pengajaran pada bahasan varians sebagai contoh untuk mencoba mengeksplorasi desain pengajaran dalam mengoptimalkan poin-poin matematika yang penting dan sulit. Penelitian ini menunjukkan bahwa dynamic mathematics software Hawgent membuat siswa mendapatkan pembelajaran yang mendalam dan membuat kegiatan belajar mengajar menjadi lebih aktif. Oleh karena itu, guru dapat menggunakan dynamic mathematics software Hawgent untuk membuat siswa lebih aktif.

Effects of Cooperative Learning with Dynamic Mathematics Software (DMS) on Learning Inversely Proportional Functions

The study focuses on the integration of dynamic mathematics software (DMS) and cooperative learning into the teaching and learning process of inversely proportional functions. The aim of the study is to investigate the effects of integrating DMS with cooperative learning on students’ mathematics achievement using quasi-experimental research design. Students in treatment group learnt inverse proportional functions in cooperative learning groups with DMS while those in control group had typical approach of instruction. Participants are all ninth-grade students in a Macau private school. They were given an achievement test at three stages, namely as pre-test, post-test and delayed post-test. Analysis of students’ results showed that the pedagogy of cooperative learning with DMS does have significant influence on students’ mathematics achievement.

Proving the Formula for the Area of a Circle using Hawgent Dynamic Mathematics Software

The purpose of mathematics learning is to understand the basic concept and use it in everyday life. So teaching and learning activities should be centered on the basic concepts. The author use Hawgent dynamic mathematics software to prove the formula for the area of a circle. This research uses the ADDIE model. According to the evaluation result of education and information technology experts, Hawgent dynamic mathematics software can prove the formula for the area of a circle. According to the actual teaching and feedback from teachers and students, Hawgent dynamic mathematics software plays a positive role in proving and understanding of the area formula of a circle. Therefore, using Hawgent dynamic mathematics software in teaching can better help students' classroom learning.

Hawgent dynamic mathematics software to improve problem-solving ability in teaching triangles

ICT is one of the mediums to improve the quality of education. ICT can make the teaching-learning process to be more interesting. Other than that, ICT is proved to be able to help students understanding the concept of a topic and improve the students’ mathematics ability. According to the difficulties faced by the students when learning triangles, researchers gave out questions to a random junior high school class and found out that the students’ understanding ability towards the basic concept of a triangle is still lacking. This research uses a combination of the ADDIE model and quasi-experiment to compares the class that uses Hawgent dynamic mathematics software with the class that uses the traditional teaching method. after observing the situation, researchers will then design an interactive learning media using Hawgent dynamic mathematics software that will help the student to understand the basic concept, improve their problem-solving ability. Research shows that interactive learning media such as hawgent can be used to teach triangles. The implementation result also shows that the students’ problem-solving ability that uses interactive learning media is better than that does not use the interactive learning media.

Increasing primary school students’ reasoning ability on the topic of plane geometry by using hawgent dynamic mathematics software

Plane geometry is one of the topics taught in middle school that is difficult to understand. Mostly, teachers use the traditional teaching method when explaining this concept which is why most students only memorize the formula for plane geometry without knowing how the formula is formed. These factors affect students’ reasoning ability. According to the information above, there are two main purposes of this research. The first purpose is to know how significant is the effect of Hawgent dynamic mathematics software on primary school students’ reasoning ability and the second purpose is to compare primary school students’ reasoning ability between the experimental and controlled classes. The sample of this research is 30 5th grade students in one of the primary schools in Cimahi city, Indonesia in the year of 2019/2020. The data collection will be done by using the pre-test and post-test to compare the primary school students’ reasoning ability in the experimental and controlled class. The data will be processed by using SPPS 16 and Microsoft excel. The result of this research is that there is an effect in students’ reasoning when using Hawgent dynamic mathematics software as a learning media and comparing the reasoning ability of the controlled and experimental class on the topic of plane geometry.

Hawgent Dynamic Mathematics Software to Teach Line and Angle

. This research aims to use Hawgent dynamic mathematics software to create a learning media on lines and angles based on students' weaknesses and difficulties when studying the material using traditional methods. This research is development research using the ADDIE model. Instruments in the form of validation sheets and practicality. The results show that learning media using Hawgent dynamic mathematics software can explain basic concepts in the material of lines and angles. Implementation in learning and teacher and student responses show that Hawgent learning media positively affects learning the concept of lines and angles. Students in the experimental class are more active when explaining the material on lines and angles using Hawgent dynamic mathematics software. So that this learning media can help students in teaching and learning activities in class. Keywords : Hawgent dynamic mathematics software, Line and angle, ICT.

Implementation of GeoGebra a Dynamic Mathematical Software for Teaching and Learning of Calculus in Ethiopia

Implementation of GeoGebra a Dynamic Mathematical Software for Teaching and Learning of Calculus in Ethiopia

Improving Student Creative Thinking Ability With Problem Based Learning Approach Using Hawgent Dynamic Mathematics Software

The main problem in this study is the lack of mathematical creative thinking abilities of elementary school students in Cimahi, Indonesia. This lack of mathematical creative thinking abilities is caused by an incorrect learning process. The teacher does not direct students to think creatively. In fact students still depend a lot on what is explained by the teacher in the class. The learning process with problem-based learning that is aided by hawgent dynamic mathematic software can direct students to think creatively. The population in this study were all elementary school students in Cimahi city. The samples were the students of elementary school Cimahi class 3A and 3B. The instrument in this study is descriptive test of students creative thinking abilities. This instrument was used to obtain data about students' creative thinking abilities with problem-based learning approach using hawgent dynamic mathematic software and by conventional learning. The data processed in this study was from the post-test score. These scores from both of the experimental class group and the control class group. Then, the data was processed by using SPSS 19.0 and Microsoft Excel. The data was analyzed using t-test statistic. The final result of this study concluded the achievement and improvement of creative thinking abilities of students whose learning problem-based approach using hawgent dynamic mathematic software.

Using hawgent dynamic mathematics software in teaching arithmetic operation

Dynamic learning software is an auxiliary tool to help students understand the mathematical operation process. Sometimes the calculation methods of textbooks are dull and boring, an innovative teaching medium is needed to assist teaching. This research aims to create a learning medium to improve students' ability to learn rational arithmetic. The learning process will use hawgent dynamic mathematics software as the mathematics learning medium. This research designed in conjunction with the four steps of solving problems in Polya. This study involved 30 junior high school students as the research subject. The tools used in this study are cognitive tests, interviews and observations. The research results show that the use of hawgent dynamic mathematics software can improve the students' ability to operate rational numbers. This means that the realization of hawgent dynamic mathematics software in the process of mathematics learning is successful. Students are more active and enthusiastic in the classroom. In short, the development of hawgent dynamic mathematics software can improve students' rational number operation ability, because with the help of hawgent, students will increase their motivation to learn.

Gender and Self Regulated Learning During COVID-19 Pandemic in Indonesia

A new coronavirus has been found to cause the outbreak of the COVID-19 pandemic. COVID-19 is an infectious disease caused by a newly discovered coronavirus. This is a new virus and a disease. It has not been discovered before the outbreak in Wuhan, China, in December 2019. The COVID-19 pandemic stopped teaching activities for a while. Students conduct learning activities independently in their homes. The purpose of this study was to compare the self-regulated learning of male and female students in the 19 Indonesian epidemic. This research uses quantitative and survey methods, and the research object is primary school students in Indonesia. The self-regulated learning questionnaire has been shared online. The results of this study show that powerful dynamic mathematics software has an impact on the learning autonomy of the covid-19 pandemic. In the co-population 19 pandemic, self-regulating female students are better than male students in learning.

Preparing Student Teachers to Teach Mathematics with GeoGebra

This paper shares the working process that has been carried out in a postgraduate mathematics teacher education course known as Technology in Mathematics Education. Many efforts around the world attempt to train student teachers on the use of technology without giving much attention to appropriate instructional model. Our work in this area gave special considerations in integrating technological pedagogical and content knowledge (TPACK) in taining student teachers to teach mathematics with Geogebra, a dynamic multi-purpose mathematics software. Specifically, this paper shares the (1) theoretical background that guides the structure of the course, (2) the course methodology, which includes teaching and learning activities to prepare 15 student teachers to teach mathematics with GeoGebra and (3) the learning outcomes of the 14 weeks course. The design for integrating teachers' knowledge of subject matter, and teaching with subject matter with the development of TPACK was discussed. Among the geogebra activities emphasized are (1) creating geometric constructions and exploring their mathematical properties (2) exploring ratio and proportions, (3) applying sliders to modify parameters, (4) visualizing algebraic input and functions, and (5) modelling and constructing transformations in geometric designs and animations. Elements of TPACK were traced as the student teachers carried out experimental teaching with geogebra in schools as part of the requirement of the course. The Malaysian mathematics curriculum in its latest development has incorporate geogebra activities in the textbooks. Hopefully with the course we described in this paper, not only more teachers are willing to adopt geogebra but to integrate geogebra effectively in their practices.

Integrating STEM-related Technologies into Mathematics Education at a Large Scale

This paper outlines the growing phenomenon and need to integrate technologies into mathematics and science teaching and learning. There are a number of successful projects for valuable integration of technologies around the world, however, these successes are often limited reaching a relatively small number of teachers and students. In this paper, we aim to offer examples of large-scale technology projects that could create a critical mass of users that could further drive innovation and sustainability for educational technology integration. We outline how GeoGebra became one of the most widely used dynamic mathematics software with a user base of more than 100 million; highlight directions of research for technology development and integration; and describe the Geomatech project that aimed to train 2500 teachers in 950 schools in Hungary. We hope that such examples, the developed technology, resources and pedagogies could contribute to further valuable integrations of technologies in mathematics and science education.

ISSUES AND CHALLENGES IN THE USE OF GEOGEBRA IN TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN MAKURDI METROPOLIS

This research work examined the issues and challenges in the use of GeoGebra in teaching and learning of Mathematics in Secondary Schools in Makurdi metropolis. Survey research design was adopted for the study. The population of 190 students and 10 teachers were used as respondents for the study. The researcher used both primary and secondary sources obtained by the use of a well-structured questionnaire. The data collected were analyzed using descriptive statistics such as frequency, simple percentages. Confirmatory factor analysis was used for to test the validity of the instrument while the Cronbach Alpha Coefficient was used to establish the reliability of the instrument. The result of the study showed that unavailability or no computer is the major challenges preventing teaching and learning of Mathematics in the selected Secondary Schools in the study area this is followed by low teacher competence as one of the challenges preventing the use of GeoGebra in the teaching and learning of Mathematics in the selected Secondary Schools in the study area. Unavailability of GeoGebra software and erratic power supply are some of the factors. It was concluded that with the availability of dynamic mathematics software, like GeoGebra, teachers will be able to make graphical representations of mathematics concepts and thus present difficult concepts in a very clear and unambiguous manner. It was recommended among others that Policy makers and school authorities should consider the acquisition of computer and GeoGebra software so that they can improve on the level of comprehension of mathematics being taught in school.

Exploration of Dual Curves Using a Dynamic Geometry and Computer Algebra System

This submission presents a particular example of the use of the free dynamic mathematics software GeoGebra to determine the dual curve to the given curve and to inspect its properties. The example is aimed at students of mathematics teaching. The combination of dynamic geometry tools with computer algebra functions, namely the functions for the computation of Groebner bases for polynomial ideals and a function for eliminating variables from the system of polynomial equations, based also on the method of Groebner bases, allows them to apply naturally the knowledge they acquire during their study of mathematics.

Using dynamic mathematics software to model a real-world phenomenon in the classroom

ABSTRACTMathematical modelling is acknowledged to be one of the major dimensions of mathematical competence, and well-designed modelling activities can provide students with the opportunity to use mathematical concepts and procedures in a meaningful way. Additionally, modelling activities are regarded as suitable contexts for enabling students to use various problem-solving strategies and to synthesize their knowledge pertaining to different branches of mathematics. In this respect, computers have been regarded by mathematics educators as promising tools for designing modelling activities, and well-designed environments are viewed as increasing the benefits of modelling tasks. This study presents an example of the use of dynamic mathematics software in creating an interactive learning environment, first through a discussion of the pedagogical value of a real-world phenomenon selected for a modelling activity, followed by the implementation sequence of the activity in the classroom. The students’ experiences during the implementation and their views about the activity are also discussed; and finally, recommendations about how to structure the implementation of modelling activities in the classroom are given.