GeoGebra Software Research Articles

Avaliação da aprendizagem do teorema de Tales na Escola do Ensino Secundário do Kuito-Bié/Angola

Contribuir para o desenvolvimento da atividade Matemática no decorrer da avaliação da aprendizagem do 2º teorema de Tales apoiado em recursos informáticos na unidade da Geometria é o propósito deste artigo. De forma a tornar mais claro o seu objetivo, foram elaboradas tarefas e metodologia para a aprendizagem do 2º teorema de Tales, utilizando o software GeoGebra. Tratam-se de aspectos como: avaliação de conteúdos matemáticos, o tratamento do 2.º teorema de Tales, avaliação e aprendizagem do teorema de Tales com o GeoGebra e os passos para aplicar o GeoGebra no tratamento do 2º teorema de Tales. A pesquisa enquadra-se no paradigma descritivo, seguindo uma abordagem explicativa e utilizou a metodologia de critério de expertos, com aplicação de questionários e entrevistas a 15 expertos e 300 alunos da 9ª classe de uma escola do Kuito-Bié/Angola. O resultado da pesquisa consistiu na elaboração de uma metodologia para o tratamento do 2º teorema de Tales com o uso da tecnologia, em que não se perde de vista a utilização de materiais manipuláveis, reforçados com a utilização de meios informáticos, melhorando assim o aspeto visual e desenvolvendo habilidades no trabalho com esses recursos informáticos. O emprego desta metodologia, depois da sua validação pelos expertos, levou os alunos a investigarem de forma facilitada os diferentes triângulos inscritos numa circunferência e os mesmos foram capazes não só de discriminar as características destas figuras geométricas, como também, reconhecê-las visualmente, determinando a amplitude de seus ângulos de acordo com uma classificação geométrica criada por si.Palavras-chave: avaliação, teorema de Tales; Geogebra.

Investigating the Effectiveness of Using a Technological Approach on Students’ Achievement in Mathematics–Case Study of a High School in a Caribbean Country

It has always been a challenge for teachers to engage and motivate students to learn mathematics, due to the abstractness of some topics and the need for visual representation and technological resources. This study explores the effectiveness of using a technological approach on student achievement in mathematics, in general. A pre/post-test design was followed with a control and experimental group both learning the same topic over a 3-week period. A sample size of 35 (Experimental group = 18 and Control group = 17) high school students of 4th form level (Grade 10/Senior High) was taken with experimental group students taught using an interactive technological approach—GeoGebra software, in particular; while the control group learned the same material using the traditional approach without technology. GeoGebra is free software which can be used to teach different topics in mathematics education. Analysis of Covariance (ANCOVA) is applied in the study, and the findings shows that technology is an effective tool in teaching the topic of Coordinate Geometry concepts. It can be concluded that the student who was taught with the use of technology showed a higher level of conceptual understanding compared to the students who learned using the traditional method.

A meta-analysis of Geogebra software decade of assisted mathematics learning: what to learn and where to go?

Today, hundreds of studies on mathematics learning have been found in various literature, supported by the use of GeoGebra software. This meta-analysis aims to determine the overall effect of using GeoGebra software and the extent to which study characteristics moderate the study effect sizes to consider the implications later. This study analyzed 36 effect sizes from 29 primary studies identified from ERIC documents, Sage Publishing, Google Scholar, and repositories from 2010 to 2020, and a total of 2111 students. In order to support calculation accuracy, a Comprehensive Meta-analysis (CMA) software was used. The effect size is determined using the Hedges equation, with an acceptable confidence level of 95%. It is known that the overall effect size of using GeoGebra software on the mathematical abilities of students is 0.96 based on the estimation of the random-effect model, and the standard error is 0.08. These findings indicate that, on average, students exposed to GeoGebra-based learning outperformed math abilities, which was initially equivalent to 82% of students in traditional classrooms. This study considers the five characteristics of the study. It showed that the GeoGebra software used was more effective in sample conditions less than or equal to 30. Providing classrooms with sufficient numbers of computers allowed students to use them individually, which was necessary to achieve a higher level of effectiveness. GeoGebra software is more effective when the treatment duration is set to less than or equal to four weeks. These findings help educators consider the characteristics of studies that moderate effect sizes using the GeoGebra software in the future.

The use of Geogebra software in teaching mathematics

The development and presence of computer technology have opened opportunities and made it easy for many parties to use it in various aspects of life, including in the world of education, as a tool and means of supporting education. One computer program that can be used in mathematics learning is Geogebra software. Geogebra is a computer program to support teaching and learning mathematics subject, especially in geometry, algebra, and statistics. The various facilities provided by Geogebra software expect that it can be a great media to help its users visualise abstract geometric objects quickly, accurately, and efficiently. Furthermore, this article provides a brief description of Geogebra software as a medium for teaching mathematics. This article is library research. Here, the researcher uses the documentation method to collect data and then analyse the data gathered using content analysis. After analysed twelve related articles which revealed the advantages of using Geogebra in learning mathematics, it is found there are several significant results obtained. These findings, including Geogebra, ease students to comprehend geometry. Students also tend to be happier in learning geometry by using Geogebra, which operated by using a computer.

Improving high school students’ critical thinking ability in linear programming through problem based learning assisted by GeoGebra

Critical thinking is one of the important abilities in learning mathematics, but the fact shows most high school students in Aceh have not developed the thinking skill yet. One of the causes is the mathematics learning that is carried out does not pay attention to critical thinking skills. This study aims to determine the increase in students’ critical thinking skills in linear programming learning through the Problem Based Learning (PBL) model assisted by GeoGebra Software in SMA Negeri 2 Teupah Barat. This research is a semi-experimental study with one group pre-test post-test design. The population in this study were all 24 students of class XI at SMA Negeri 2 Teupah Barat. A sample of 10 students was selected using the purposive sampling technique. The instrument used was the pre-test and post-test questions on critical thinking skills. The data were analyzed using SPSS 25 software including data description, normality test, paired sample t-test, and N-Gain score. The results showed that the use of the PBL model assisted by GeoGebra software can improve students’critical thinking skills on linear programming material at SMA Negeri 2 Teupah Barat with an average increase in students’ critical thinking skills of 50.05%, a minimum increase of 36.53% and a maximum increase of 63.57%.

PEMANFAATAN SOFTWARE GEOGEBRA UNTUK MENINGKATKAN KETERAMPILAN GURU MATEMATIKA SMP/MTs DI KECAMATAN LENGAYANG

The development of information technology today is so fast that it affects all aspects of life including the field of education. In the field of education, especially mathematics lessons at the primary and secondary school levels, there have been many media or tools that can be used in teaching basic mathematical concepts, one of which is using Geogebra software. Mathematics teachers in SMP / MTs in Lengayang District, Pesisir Selatan Regency still have limitations in using computers as a tool for making learning media with the help of math software. The objectives of this community service are: Increase teachers' understanding of the role of mathematics learning media, and Improve teacher skills in using geogebra applications to create mathematics learning media. GeoGebra was chosen as an alternative because it has various advantages both theoretically and based on research results. The method used is training on GeoGebra, simulation, and evaluation. PKM activities are carried out on SMP / MTs mathematics teachers in Lengayang District, Pesisir Selatan Regency. Based on the results of this training, it was concluded that the teacher's knowledge and understanding of the importance of media in learning mathematics increased and the teacher was able to design mathematics learning media using GeoGebra software.

The Use of Geogebra Software as a Tool to Understand the Concept of Limit at the Under Graduate Level

The Use of Geogebra Software as a Tool to Understand the Concept of Limit at the Under Graduate Level

Pelatihan Penggunaan Perangkat Lunak GeoGebra dalam Pembelajaran Matematika bagi Guru-guru SMA di Wilayah Insana dan Biboki

Average National Examination score in 2019 for Mathematics Study Program territory North Central Timor (TTU) was 31.15. This achievment is the lowest average score of the other exams, both at the level TTU district, NTT province, and Nationals. Low learning innovation and teacher creativity often become problems in learning mathematics. Some schools in TTU have average scores below the district average that is Biboki dan Insana selected and trained to utilize software GeoGebra. This training begins with an introduction about GeoGebra and followed by training to solve various mathematical problems using GeoGebra. Then the proses follow-up with distribution of GeoGebra tutorial videos and ongoing mentoring and guidance. After training, 52.38% of partisipants ready to use GeoGebra in their lessons.

Increasing the Ability of Critical and Creative Thinking of Mathematics Teachers of West Sumatra Senior High Schools through Mathematics Learning Design with Geogebra

The ability to think critically and the ability to think creatively are two important things in mathematics. These two skills are the focus of learning in the 21st century to prepare students for the challenges of the future. For this reason, it is necessary to provide training for teachers so that they can prepare their students to have these two abilities. For this reason, the team through the community partnership program (PKM) carries out activities to train teachers to be able to design lessons that can improve students' critical and creative thinking skills. The mechanism for implementing PKM activities is carried out using action research steps. In the action phase for the first activity, the teachers will be introduced to critical and creative thinking skills. They are also given examples of learning activities that can improve critical and creative thinking skills by integrating the use of technology such as geogebra software in learning and implementing learning activities into geogebra classrooms. The designed activity will be implemented in schools with the guidance of the PKM team and jointly evaluated in a focus group discussion (FGD) with mathematics MGMP teachers in West Sumatra. The teachers felt an increase in their ability to design lessons, especially by using the geogebra application and being able to implement it into a geogebra classroom.

Using of geogebra software to improve understanding of vector and kinematic concepts in online physics course

This research aims to improve understanding of vector and kinematics concepts with Geogebra software in online learning (online using e-Learning UNIPMA (e-LMA). The method used in this research is a descriptive conducted on four students who took fundamental physics for the 2019/2020 academic year. The research steps are described as follows 1) creating a profile and analyzing understanding of vector concepts and kinematics before implementing e-LMA, (2) describing the learning process through e-LMA, (3) creating a profile, and analyze students' understanding of vector concepts and kinematics after the implementation of e-LMA. E-LMA-assisted learning by integrating materials and assignments with GeoGebra software can improve understanding of vector and kinematic concepts

Aspectos históricos del teorema fundamental del cálculo y posibles mediaciones tecnológicas

Este artículo presenta aspectos históricos del Teorema Fundamental del Cálculo (TFC) que podrían ser mediados por herramientas tecnológicas. Esta exploración pretende identificar en los argumentos de Newton y de Leibniz, un potencial heurístico para ser incorporados en ambientes de aprendizaje del cálculo en las universidades. Se presentan los resultados de una exploración de actualización de los argumentos de Newton y de Leibniz con la mediación del software matemático Geogebra. Los resultados de esta exploración articulan factores históricos y tecnológicos del TFC, que podrían usarse de manera curricular, por ejemplo, en el diseño de tareas para la formación universitaria.

The Mathematics Learning using Geogebra Software to Improve Students’ CreativeThinking Ability

Creative thinking in mathematics learning is a form of thinking that has received less attention in formal education until now. Creative thinking can be improved through special modifications in mathematics learning, one of which is by using Geogebra Software. This study aims to determine students’ creative thinking skills in mathematics learning with Geogebra software. This research uses quantitative methods with Quasy Experimental Design. The subjects of this study were students of class VIII SMP N 1 Pulau Rakyat with a population of 184 students. The samples in this study were class VIII-3 as the experimental class and class VIII-5 as the control class. The data analysis technique used the normality test with the Shapiro-Wilk test and the homogeneity test with the Levene test. Followed by testing the hypothesis that is using the independent sample t-test t-test. Based on the results of the analysis and discussion of the research data, it is found that the creative thinking ability of students whose learning process uses mathematics learning with Geogebra Software is higher than those using conventional learning models. Students with mathematics learning treatment with Geogebra Software have better creative thinking skills than students with learning treatment using conventional learning models.

The development of online interactive learning media by using google classroom assisted by geogebra software on the quadratic function material

Technological developments are currently entering the industrial revolution 4.0 where everything is digital based. Learning media are tools used by educators in carrying out learning activities. One of the learning media that can be applied in learning mathematics is GeoGebra software. However, the GeoGebra software does not interact between educators and students, so we need a Google Classroom to improve interactive learning that can be combined with GeoGebra Online. The process of developing interactive online learning media using Google Classroom were assisted by GeoGebra software on quadratic function material used the Thiagarajan development model which consisted of four stages, namely define, design, development and dissemination. The results of learning media validation fulfilled the validity criteria with a correlation coefficient based on the validation sheet of 0.92 which is included in the valid category with a very high interpretation. Practical criteria with a percentage of the average value of the user response questionnaire based on a user response questionnaire of 91.75% which is included in the practical category with a good percentage. The effectiveness criteria with the percentage of learning outcomes based on the learning outcomes test was 82.61% which is included in the effective category with a very good percentage. The development of instructional media tested at SMA Muhammadiyah 3 Jember has fulfilled three criteria, namely valid, practical and effective.

The Effectiveness of Software GeoGebra to Improve Visual Representation Ability

GeoGebra is a mathematical software that supports learning mathematics to make it easier to visualize geometric shapes. Geography software can create geometric images that are 2 dimensional or 3 dimensional so that GeoGebra can help students to represent real geometric shapes. This research aims to view the effectiveness of GeoGebra software in improving students’ visual representation ability. This study used a one-group pre-test/post-test design pre-experiment. The sample in this ability were students of eight grades SMP Negeri Sukoharjo who studied the material of flat-sided building. The instruments used in this study were the pre-test with and post-test of mathematical representation abilities. The results showed that there was an effectiveness of using GeoGebra in improving students’ visual representation skills with the difference in the mean score of students after being given geoGebra treatment was 61.3 for the pre-test and 70.5 for the post-test.

The effect of GeoGebra software–supported mathematics instruction on eighth‐grade students' conceptual understanding and retention

AbstractThe aim of this study was to investigate the effect of using dynamic geometry software (GeoGebra) on the eighth‐grade students' conceptual understanding and the retention of learning regarding linear equations and slope. In this study, a quasi‐experimental design with pre‐test, post‐test and delayed post‐test was employed. This study was conducted with 52 eighth‐grade Turkish students (experimental group, n = 25; control group, n = 27). While GeoGebra software‐supported instruction was carried out in the experimental group, textbook‐based direct instruction was continued in the control group. Data were collected with the conceptual understanding test (CUT) which consists of 38 questions including open‐ended, multiple choice and fill in the blanks. CUT was applied to the experimental and control groups as a pre‐test and post‐test at both the beginning and the end of the instruction, respectively. Seven weeks after the instruction, CUT was applied to both groups as a retention test. Data were analysed through SPSS 17.0 statistical software by using a t‐test and ANCOVA test. It was indicated in the study results that GeoGebra software‐supported instruction for eighth‐grade students regarding linear equations and slope did significantly improve both their conceptual understanding and retention of learning in comparison to textbook‐based direct instruction.

ДЕКАРТОВА СИСТЕМА КООРДИНАТ ЯК ІНСТРУМЕНТ ПОЗИЦІОНУВАННЯ ОБ’ЄДНАНИХ ТЕРИТОРІАЛЬНИХ ГРОМАД УКРАЇНИ

Problem statement. The need for positioning of amalgamated territorial communities (ATC) is due to their large number and lack of identification. Effective ATC positioning requires the development of appropriate tools to take advantage of the territory. The purpose of the article is to highlight the results of using the Cartesian system of coordination of the rear positioning of ATC in the context of their sustainable development, examples of ATC Luhansk region. The research object is ATC of Luhansk region. The methods used in the reaserch are: system, comparative and graphical analysis (the Cartesian coordinate system in space). The reaserch hypothesis was the preparation that the Cartesian coordinate system can be used as a tool for assessing the positions of ATCs in the context of their sustainable development. Presentation of the main material: on the basis of sustainable development estimates of ATC of Luhansk region their positions in the Cartesian coordinate system are determined with the help of geogebra software; to determine the best positions in the ATC of Luhansk region, it is proposed to use the vector of balanced positioning; it is established that the Lozno-Oleksandrivska ATC has the best balanced positioning.The originality and practical significance of the reaserch polarize the propositions of vicoristic Cartesian coordinate systems for the simplest tools for controlling the positions of ATC . Conclusions and prospects fot the further reaserches. For the assessment of ATC positions, it was used a middle ball of the development by three warehouse (economy, social, environmental). The result of the positioning of ATC of the Luhansk region was filled with a rosary behind an additional Cartesian coordinate system and software geogebra protection. The positions of ATC of the Luhansk region are displayed in the areas XOZ, XYZ, XOY. For setting the best positions at the ATC of the Luhansk region, the reference station is assigned to the vector of the balanced position, which dials up, for the most unbalanced positions from the Lozno-Oleksandrivska position. Subsequent reaserches may be directed to the value of visits for the purpose of the balanced development of ATC.

Pelatihan GeoGebra Sebagai Media Pembelajaran Inovatif

Learning media is one of the most important learning tools in helping a teacher in delivering material, especially abstract material such as mathematics.Making learning media needs to follow technological advances, to obtain innovative learning media. One of the IT-based mathematics learning media is GeoGebra. Therefore, as a form of lecturer concern in helping teachers develop their abilities and skills in utilizing IT-based media, community service activities are carried out in the form of GeoGebra training as an innovative learning media. Training activities carried out at SMP N 4 Sukawati was in the form of introduction and training as well as GeoGebra assistance. Based on the training activities that have been carried out, it can be seen that the teacher shows an enthusiastic attitude and is willing to learn using GeoGebra software. Teachers quickly receive training materials and can operate or design the media, so the training provides positive feedback. Therefore, this training activity is expected to become an ongoing activity to improve the ability of teachers, especially in designing an IT-based learning media. As well as spreading the willingness of teachers to train skills in developing IT-based media to other schools.

Differences in Mathematic Problem Solving Ability and Student Learning Independence Between Tapps Learning Models and Geogebra Software Assisted Stad at Vocational School of Al-Washliyah 2 Perdagangan

This study aims to determine: (1) Differences in students' mathematical problem solving abilities by applying learning Aloud Pair problem solving (TAPPS) and STAD type cooperative learning model assisted by Geogebra software and (2) the interaction between KAM and the learning model (Thinking Aloud Pair Problem Solving and cooperative learning type STAD) on mathematical problem solving abilities. This research is a quasi-experimental research. The study population was all students of class XI SMK Swasta AL-WASHLIYAH 2 PERDAGANGAN 2019/2020 academic year with a sample of class XI-TKJ who were given learning with the TAPPS model and class XI-AK who were given learning using the STAD model. Each class consists of 30 students. The research instrument used was a test of students' mathematical problem solving abilities.Data analysis was performed using two-way analysis of variance (ANOVA).The results showed that: (1)There are differences in the mathematical problem solving abilities of students who are given learning with the TAPPS model and the STAD model assisted by Geogebra software.(2) There is no interaction between the learning model and the initial mathematical ability of students' mathematical problem solving abilities. Keywords: Mathematical Problem Solving, Learning Aloud Pair Problem Solving, STAD cooperative type, Geogebra Software DOI: 10.7176/JEP/12-2-03 Publication date: January 31 st 2021

Exploring the exact differential equations with GeoGebra software

In this paper, we will show the solutions of certain exact differential equations that are obtained through the interactive GeoGebra software. GeoGebra software has been of great motivational support in the processes of teaching and modeling in mathematics in various universities and colleges, especially in the engineering careers of the University of Antofagasta in the courses of differential equations and calculation of several variables

Improving Students' Spatial Ability with GeoGebra Software

Technology plays a significant role in all aspects of human life, including the education world. For instance, the use of computer media in the learning process is very useful for improving students' mathematical abilities such as GeoGebra. Therefore, this research aims to describe the results of various studies on the usage of GeoGebra software as a mathematical learning tool to improve students' spatial abilities. This is a descriptive research where intensive and rigorous literatures were reviewed, with data collected from previous studies on GeoGebra software's effect on learning mathematics. Several related electronic databases were explored to investigate for the relevant articles. The relevant articles identified use the snowballing method. The result showed that the use of GeoGebra software is one of the most frequently used technologies in the mathematics classroom as well as in other fields of science because of the great potential of this software in helping students to master important mathematical concepts and offer features specific to mathematical concepts for mathematics learning. The use of GeoGebra helps students understand mathematical material and improve spatial abilities, visualize and animate mathematical objects as well as motivates students to learn mathematics using GeoGebra.