GeoGebra Software Research Articles

The effect of dynamic geometry software use for teaching and learning Grade 11 circle geometry

Background: Dynamic digital technologies (DDTs) are having an impact on children’s learning because they have the ability to improve learning while also addressing the issue of lack of interest and motivation. DDTs can also serve as a viable solution to the current crisis state of mathematics education in South Africa.Aim: The study examined how using GeoGebra dynamic geometry software in the teaching and learning of circle geometry in Grade 11 affected learners’ performance as well as their experiences.Setting: Eighty mathematics learners in Grade 11 participated in the study: 40 each in the experimental and control groups.Methods: The explanatory mixed methods research design was employed for this study, which comprised an experimental and control group design, wherein the experimental group was taught using GeoGebra activities, a control group was taught using a traditional approach (quantitative) and focus group discussions were conducted to gather students’ narratives about GeoGebra use (qualitative).Results: The study’s findings demonstrated that following the use of GeoGebra software for instruction, there were statistically significant differences between the experimental and control groups with t = 4.1762, p = 0.000077 and a Cohen’s d = 1.096277, which connotes a significant effect size as it is more noteworthy than the 0.8 thresholds.Conclusion: The study concluded that when learners are taught using GeoGebra software instead of traditional teaching methods, they seem to perform better academically in circle geometry and enjoy learning mathematics more.Contribution: This study contributes to improving the quality of mathematics education by leveraging technology to enhance learning experiences and outcomes.

Students’ Knowledge of Integration of GeoGebra in Mathematics Classes in Uganda

GeoGebra, an open-source Dynamic Mathematics Software (DMS), has emerged as a transformative tool in mathematics education, allowing students and teachers to visualize, explore, and manipulate geometric concepts in dynamic virtual environments. This study investigated the students’ knowledge of integration of GeoGebra in mathematics classes in lower secondary schools in Rwampara District, Southwestern Uganda. The objectives of this study were to identify the most abstract geometrical concepts posing challenges to students, examine the impact of GeoGebra training on the identified abstract concepts, and assess the relationship between students' attitudes and the integration of GeoGebra. This study utilized a quantitative approach, employing quasi-experimental and cross-sectional survey designs. Data were collected from 103 students using questionnaires and pre-and post-tests to evaluate the impact of GeoGebra software intervention. Independent samples t-test, Pearson's linear correlation, and descriptive statistics such as means, standard deviations, and frequencies were employed as data analysis methods. The study found that the students identified rotational transformation as the most abstract geometrical concept. The pre-test results indicated that respondents had similar baseline knowledge of rotational transformation. However, after the GeoGebra intervention, the post-test results showed that the difference in mean scores between the experimental and control groups was statistically significant. Additionally, the experimental group demonstrated a positive attitude towards the software. The study concluded that while rotational transformation posed a significant challenge for students, GeoGebra significantly improved their conceptual understanding and performance in this geometry concept. The study recommended that teachers should strongly consider integrating GeoGebra into their ICT-based teaching and learning resources to help improve students' conceptual understanding, motivation, attitude, and achievement in rotational transformations and other geometric concepts

PYTHAGOREAN PARABOLOGRAPH FOR REGIONS’ QUADRATURE

<p>In this paper an attempt is made to design a mathematical machine based on the Pythagorean theory of fitting an equivalent parallelogram (given angle and side) with another parallelogram. An equivalent square or rhombus is constructed given a rectangle or a parallelogram respectively. It is then proved that this mechanism can simultaneously draw a parabolic arc. The parameters of this mathematical machine are checked. In each case, an attempt is made to find the focus and the directrix of the corresponding parabola. The important help of the GeoGebra software for the initial mechanical design of the machine is highlighted, but also the important differences of this simulation from the physical construction.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0713/a.php" alt="Hit counter" /></p>

GeoGebra—A great platform for experiential learning, explorations and creativity in mathematics

In this paper we are presenting some examples of how GeoGebra is used in: a) explaining concepts of the first derivative, monotony, extremums; b) studying the properties of the function (strictly increasing/decreasing); c) demonstrating the mean value theorem. The results and the conclusions are based on the experiment carried out in the teaching and learning process in the chapter of derivatives in a third-year class of a secondary school in Albania. Also, there are some encouraging facts got by the use of GeoGebra: the double representation and the dynamic features of GeoGebra allow the students to quickly grasp the mathematical concepts and properties and be actively involved in further explorations. The use of GeoGebra tools is similar to the use of the tools of virtual games, and this is a great advantage to stimulate the students to learn mathematics and master their mathematical performance the same way they play games. On the other side, using GeoGebra, it is easier for the teachers to explain mathematical concepts, the properties of algebraic objects, to discuss about different situations and aspects of the subject under study and to methodically reason the results got. GeoGebra provides a very commodious environment for the students to effectively interoperate with each other. Our results showed that GeoGebra is effective in teaching and learning mathematics. GeoGebra software contributed in enhancing students’ understanding of mathematical concepts and improved students’ interest to learn mathematics. Also, we admit that not all the stages of implementing GeoGebra software in the classroom are flowing smoothly. Based on our experience and the other researchers, it is observed that the effectiveness is dependent on the way GeoGebra is integrated in the teaching and learning process, implying that the research must continue with the commitment of many researchers of mathematics, physics and other sciences.

O SOFTWARE GEOGEBRA COMO FERRAMENTA PARA O ENSINO DA GEOMETRIA ANALÍTICA NA EEMTI LICEU VILA VELHA

This paper aims to present a methodology differentiates teaching of analytic geometry in high school with the help of GeoGebra software. For this sequence of activities developed by the authors that are proposed constructions involving the basic contents of analytic geometry is presented . The paper also presents a historical study of analytic geometry and its importance today. Also made a study of the importance and contribution that Information and Communication Technologies ( ICT ) can make to the teaching of mathematics as well as the guidelines from the National Curricular Parameters ( PCN ) that encourage the use of ICTs . For better development of the work a thorough study of GeoGebra software is performed . Shortly after the proposed activities , a case study conducted with a group of third year of high school at EEMTI(High School) Vila Velha, this study analyzes both the qualitative results as well as the students' opinion on the use of ICTs in the room is shown classroom and more specifically the GeoGebra as a tool for the teaching of analytic geometry . Finally, consideration and positive conclusions are made regarding the completion of the work and also considerations on the difficulties encountered and the prospects for its future applicability.

Creating Connections: Using Problem-Based Instruction with Mathematics and Technology like GeoGebra for STEM Integration

This paper will provide several examples of science and mathematics integration: navigation/map-reading, ecology/ecosystems/population growth, and chemistry/molecular structures. This paper underscores integrating STEM subjects with problem-based learning with technology such as video/computer simulations/programming/coding and the dynamic free online software GeoGebra. The paper suggests some GeoGebra-based connections to the science and math that is taught and a way to connect the disciplines with technology. Science involves and uses mathematics, and both subjects involve problem solving, and math is the tool that science uses. Subsequently, integrating science and mathematics using problem-based learning with technology might be a way to improve science and mathematics instruction while building confidence for STEM. Recommendations for STEM teachers are made along with some GeoGebra illustrations.

PENGGUNAAN MEDIA SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KEMAMPUAN REPRESENTASI MATEMATIS SISWA SMA

Mathematical representation ability is an important ability in understanding mathematical concepts as an effort to obtain clarity of meaning and understanding in solving problems. Technology-based learning media can simplify the learning process thereby helping students in representing mathematical problems. This research aims to determine the increase in students' mathematical representation abilities using Geogebra software. This research is quantitative research with a quasi-experimental type. The population is students of class XI MIPA at SMA Negeri 1 Lhoong Aceh Besar for the 2023/2024 academic year consisting of 2 classes totaling 60 people. There are 30 people in Class XI MIPA 1 as an experimental class with the Geogebra software learning media, and 30 people in XI MIPA 2 as a control class without the Geogebra program learning media. The data collection technique in this research is using Pretest and Posttest. Meanwhile, the data analysis techniques used in this research are descriptive statistical analysis and inferential statistical analysis. The results of the research showed that there was an increase in students' mathematical representation abilities who were taught using Geogebra software media in class XI MIPA students at SMA Negeri 1 Lhoong. Most students answered the questions according to indicators of mathematical representation ability in the form of visual, symbolic and verbal representations.

Exploration of regularities in bipartite graphs using GEOGEBRA software

A classroom proposal is presented to integrate contents of Graph Theory and Linear Algebra in complete bipartite graphs, linking adjacency and Laplacian matrices, the eigenvalues of graphs will be determined, applicable to connectivity concepts. Students will be given exploration activities working with GeoGebra software, starting from several particular cases, with table works and questionnaires to be completed, in order to determine patterns on the eigenvalues of adjacency and Laplacian matrices of complete bipartite graphs. The work with patterns will lead to the generalization process, to abstract properties from observation and experimentation on examples. This learning experience builds bridges between the concrete and the symbolic, and the student is initiated in research

FEATURES OF USING THE GEOGEBRA APPLICATION IN CALCULATING THE AREA OF FLAT FIGURES

Abstract and teaching basic principles of the distinctive features of using the GeoGebra application when calculating a plot of flat shapes are revised in the article. Demonstrating the latest and also unique configurations, methods and methods of the concept of the training used material together with the target of attracting students of the 9th grade to the discipline geometry, increasing the productivity of mastering the training used material in addition, the current software provision has mainly changed the property of geometry lessons. Currently, it is difficult to imagine training in the absence of dialog modifications. One of the factors according to which it is difficult to master planimetry as well as stereometry is that the discipline is abstract. In the experimental work, it is presented that one of the methods of visualization of arithmetic, implementation in its movement is considered to be the use of the GeoGebra computer sphere. For this reason, in order to increase the interest and interest of students in arithmetic, along with the use of the latest technologies when conducting experimental activities, a GeoGebra software supplement was introduced into the lesson. In the process of studying, students were interviewed about the performance of GeoGebra projects. According to the results of the sample survey, it turned out that according to the results of the questionnaire, the students were able to realize and implement the tasks in absolute terms, introducing into their interest in geometry, independent selection, service along with additional literature, as well as basic skills according to programming. According to the results of the studies, it was presented that the use of the GeoGebra supplement in the calculation of the section of thin persons in geometry tasks is productive.

The Application of Geogebra in Teaching Open and Inner Sets in Metric Spaces

Topology of metric spaces is a standard and important course at the college level mathematics studied at University of Mumbai. As the course is abstract, students feel it as a difficult course and hence tend to develop a fear. In this paper, we will see how to use the open-source software GeoGebra to teach the concepts of this course effectively. We will concentrate on the topics of open set and interior set. GeoGebra applets are created for various examples in different metric spaces to teach these concepts efficiently.

EllipsoHyperbola A Common Approach that Joins the Conic Sections in 2D and 3D Space

This work aspires to interactively reveal through the use of the GeoGebra Software the relationship between the Conic Sections in 3D and the 2D symmetric forms of Conic Sections around O in a coordinate system Oxy, that is Circle, Ellipse, axis x'x, and Hyperbola, showing that these Conic Sections arise from the same algebraic formula and therefore have common characteristics. This manuscript includes short research on the four kinds of Conic Sections through a common approach that joins them in the two-but also in three-dimensional space, revealing the role of the slope of the Generator line of the conic surface and the role of the slope of the cutting plane in their equations.

Four-bar linkage reconfigurable robotic wheel: Design, kinematic analysis, and experimental validation for adaptive size modification

Abstract This article presents the development of a robot capable of modifying its size through a wheel reconfiguration strategy. The reconfigurable wheel design is based on a four-bar retractable mechanism that achieves variation of the effective radius of the wheel. A reconfiguration index is introduced based on the number of retractable mechanisms that predicts the radius of configuration according to the number of mechanisms implemented in the wheel. The kinematics of the retractable mechanism is studied to determine the theoretical reconfiguration radius during the transformation process, it is also evaluated numerically with the help of the GeoGebra software, and it is validated experimentally by image analysis using the Tracker software. The transformation process of the robot is investigated through an analysis of forces that consider the wheel in contact with the obstacle, the calculation of the wheel torque and the height of the obstacle to be overcome are presented. On the other hand, the experimental validation of the robot reconfiguration process is presented through the percentage of success shown by the robot to overcome obstacles of 50, 75, 100 and 125 mm. In addition, measurements of energy consumption during the transformation process are reported. Reconfigurable wheels, capable of adapting their size, offer innovative solutions to various challenges across different applications such as robotic exploration and search and rescue missions to industrial settings. Some key issues that these wheels can address include terrain adaptability enhancing a robot’s mobility over uneven surfaces, or obstacles; enhanced robotic design; cost-effective design; space efficiency; and versatility in applications.

Effectiveness of GeoGebra on Botswana TVET students’ performance on linear equations

The purpose of this study was to investigate the comparative effects of using GeoGebra software and traditional teaching approaches on the performance of TVET students in linear equations. The study followed a quasi-experimental design with a non-equivalent group consisting of pre- and post-test measures. The population of the study consisted of TVET learners from 14 Brigades in the southern region of Botswana. Using the convenience sampling technique, two TVET institutions (n=41) participated in the study. One institution formed the experimental group, whereas the other formed the control group. The study did not employ random participant selection, as the control group and the experimental group comprised pre-existing, intact classes from the participating institutions. GeoGebra software was used in the experimental group, while the control group was taught using the traditional approach with no technology incorporation. Similar pre- and post-tests were administered to both groups to measure the comparative effects of each teaching method on the performance of learners. A constructivist theory framed the study. A t-test was used to analyze the data with α = 0.05, and the findings showed a significant difference in the mean scores between the control group and the experimental group (t = 2.188, p = 0.008 < α) in the post-test. These results indicated that students in the experimental group outperformed those in the control group. Overall, the results of this study showed that GeoGebra enhanced student performance in linear equations as compared to traditional methods of teaching.

Pembelajaran Berbasis Proyek Menggunakan Software Matematika Geogebra Terhadap Kemampuan Komputasi Siswa

The use of digital technology in mathematics education material makes it a very interesting and urgent matter regarding the level of students' abilities regarding the material they are studying, whether students understand mathematics material more easily or have more difficulty understanding it. Geogebra is a free math learning software program that supports a variety of math topics. for use at school. Initially, GeoGebra was only used for learning algebra and geometry, but as it developed, many new features were added and increasingly enriched the existing features. The research method used in this research uses a literature study research method where researchers study the results of previous research. The results of this research conclude that the use of Geogebra mathematics software in learning has a positive influence on students' computing knowledge, learning through Geogebra software makes mathematics learning easier for students to understand and understand, students are more enthusiastic about studying mathematics because teachers balance conventional and mathematics. integrated mathematics learning. Project-based learning using Geogebra mathematics software is more popular with students, thereby increasing students' abilities and enthusiasm for learning mathematics.

The role of GeoGebra software in conceptual understanding and engagement among secondary school student

This study aims to identify the impact of GeoGebra software on conceptual understanding and engagement in the topic of Functions and Quadratic Equations in One Variable in high school. The study was conducted in a quasi-experimental design with 60 students at a secondary school in Muallim district. The study results were analyzed using descriptive statistics, inference, and the Pearson Correlation. Descriptive analysis indicates that students have a strong grasp of the topic taught, particularly showing high conceptual understanding and maximum engagement in interactive activities. Inference statistics reveal a significant difference in conceptual understanding levels between the treatment and control groups among Level Four students regarding Quadratic Functions and Equations in a Variable. In addition, there were significant differences in student engagement between the treatment and control groups. There is a significant relationship between the level of student engagement and students’ conceptual understanding of Quadratic Functions and Equations in One Variable for both groups. In conclusion, using GeoGebra software has an impact on the relationship between understanding the concept and involving students in learning the topic of Quadratic Functions and Equations in a Variable.

Computational Thinking in Secondary Mathematics Education with GeoGebra: Insights from an Intervention in Calculus Lessons

Nowadays, mathematics teachers in K–12 strive to promote their students‘ mathematical knowledge and computational thinking (CT) skills. There is an increasing need for effective CT-embedded mathematics learning material and a better understanding of students’ views toward them. In this work, we present the results of a research study, which included the design of a six-lesson learning activity aimed at fostering 16- to 17-year-old secondary students’ CT skills in calculus lessons using the dynamic mathematics software GeoGebra. Our goal was to investigate how students experienced the CT-embedded calculus lessons with GeoGebra and what challenges they faced during their interaction with the learning material and software. We collected and analyzed data from students’ code in GeoGebra, workbooks, semi-structured interviews, and questionnaires. Our findings suggest that most students mastered using CT concepts in calculus activities to a satisfactory degree and could reason about their computational solutions using GeoGebra and the generated graphs. Students’ understanding of the mathematical content knowledge introduced was essential to complete the lesson series successfully and unnoticed gaps in prior knowledge emerged. Our study shows that students appreciate the CT-embedded calculus lessons and GeoGebra’s exploratory approach to mathematics problems when provided with appropriate support. We conclude that an integrated approach to mathematics education and CT is viable and can contribute not only to fostering CT but also to increasing interest in mathematics.

Computational Thinking in Geometric Concept Construction Using Geogebra Software

The knowledge era has allowed new ways of interacting with peers and socially, which allows the promotion of social skills and abilities associating the components of computer science, in order to manage the use of Technology and Information and Communication Technology (ICT) in the resolution of geometric situations in the practice of construction, elaboration and interaction with geometric prototypes detected in reality and simulated by GeoGebra software in university students. For this purpose, a non-experimental design of comparative descriptive level was applied, in which sessions with interaction of geometric contents and indicators of computational thinking were developed during seven weeks of classes. The development of the experimental activities allowed the resolution of practical situations detected in the process of: design of plans, organization of analytical components of data through abstraction, solutions of specific and complex situations through the heuristic and algorithmic method, in the challenge of creating new geometric prototypes, exploring new ways of learning geometry, creating challenging situations in producing figures through the software under the basic and fundamental principles of the software leading to the development of computational thinking of the students under observation.

The Effectiveness of Web-based Inductive Learning Assisted on GeoGebra

This research used web-based inductive learning that facilitated plane geometry learning, where the learning was carried out online. It was hypothesized that students could learn the concept of plane geometry better when students were involved in the induction process with the help of GeoGebra software. They did explore with GeoGebra software to form several examples of the concept, testing the patterns that existed in the examples, and generalized the findings into new knowledge. With the help of the web and GeoGebra software, students could carry out their own learning and make their own discoveries. To test the effectiveness of web-based inductive learning, two classes were involved in the research, they were students of the Mathematics education study program Faculty of Teacher Training and Education, University of Bengkulu who took plane geometry class in the even semester of the 2021/2022 academic year as many as 68 students. This research was a quasi-experimental research with a post-test-only control group design. The instrument used for measurement was a description test. Based on the data analysis, it was found that the learning outcomes using web-based inductive learning assisted on GeoGebra were better than those using the expository method.
 Keywords: web, inductive learning, geogebra

Parabola or second-degree polynomial function exploration in initial teacher training: Integrating intuition and didactic situations

This work is the result of a master’s investigation in Brazil, which discusses the teaching of the parabola in the initial training of mathematics teachers. Our theoretical framework addresses the relationship between intuition and the dialectics of the theory of didactic situations, which supports the analysis of the results of this study Its objective was to identify and register categories of intuitive reasoning manifested by the subjects when solving a didactic situation involving the parabola with GeoGebra software contribution. The methodology adopted was didactic engineering, experimented with eight students in initial training at a Brazilian public university, among 6<sup>th</sup> and 9<sup>th</sup> undergraduate semesters. The posterior analysis and validation allowed us to verify the need to discuss the parabola, articulating its geometric, algebraic, and analytical views, as well as to reinforce the importance of its teaching with the use of technology.

Pelatihan Penggunaan Software Geogebra Bagi Guru MTSN 2 Bengkulu Tengah

The proposed Community Service (PKM) is "Training and Assistance in Using Geogebra Software for MTsN 2 Central Bengkulu Teachers. This activity is carried out in order to prepare mathematics teachers' knowledge about mathematics software with the Merdeka curriculum and with the rapid development of digital information technology which is starting to enter education World. On this basis, teachers are also required to improve their abilities in the IT field in an effort to support an effective learning process in the current digital era. PKM activity partner at MTsN 2 Central Bengkulu. Teachers at these schools will be given training in using Geogebra software. The specific target to be achieved in this PKM is that mathematics teachers at these partners are able to operate Geogebra software and make Geogebra a learning medium and are able to operate computers as a learning medium so that facilities such as computer labs and others can be used by all teachers at MTsN 2 Central Bengkulu.