GeoGebra Software Research Articles

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.

Improving Students’ Creative Thinking Skills Assisted by GeoGebra Software

This study aims to improve students’ creative thinking skills in problem-based, ill-structured, open-ended learning through stimulus. This study used learning strategies that simultaneously develop problem-solving strategies and knowledge discipline. This learning can be achieved if educational activities are focused on authentic, contextual, and relevant tasks or problems so that students can gather the necessary information, evaluate alternative solutions, and present solutions they believe in. Moreover, the ability to generate uncommon or extraordinary ideas must be raised from the problems that exist in learning. The ability to think creatively in mathematics in education using the Problem-Based Learning (PBL) approach assisted by GeoGebra is expected to be a practical approach to educating students in increasing their intellectual potential and familiarizing them to deal with non-routine problems and applying it in their daily life to become a student who can think creatively. This study used a quasi-experimental research method with a quantitative approach conducted at SMA Negeri 2 Cimalaka. The instruments used in this study were questionnaires and tests. This study's approach, which was integrated with GeoGebra, can be used as an alternative to learning mathematics in schools. It can be developed with other approaches according to problems in mathematics.

The Process of Relations between Quadrilaterals’ Construction Based on APOS Theory Assisted by GeoGebra Software

The Process of Relations between Quadrilaterals’ Construction Based on APOS Theory Assisted by GeoGebra Software

Geogebra Software as A Guideline for Meaningful Learning of Mathematical Content for Ninth- Grade Students in Ecuador – A Secondary Publication

The introduction of the GeoGebra software led to a considerable increase in the interactivity of the didactic sequence of learning mathematical contents, a scenario that highlighted the inclusion of the meaningful learning model as the basis of pedagogical proposals. In this sense, the objective of this article was to determine the relationship of the GeoGebra software in the learning of mathematics in ninth-grade students in the General Education (GE) of the Yaruquí Public Educational Unit. Relational research with a non-experimental and transversal design was carried out to measure the variables in 44 ninth-grade students through the collection of data using valid and reliable instruments. The results indicated that a large number of students deemed the interface and interactivity of the GeoGebra software as “appropriate” (> 60%) and showed high levels of information acquisition and incorporation of new knowledge (68.2%). The correlational analysis revealed positive directions and moderate levels between the dimensions of the two variables (0.430 < Rho < 0.515); overall, a direct and moderate correlation was observed between GeoGebra software and mathematical learning (Rho = 0.549, R2 = 0.301). Finally, it was concluded that higher scores in the dimensions of GeoGebra software would manifest in high scores for meaningful learning of mathematical content.

Scientific studies carried out by 3rd year high school students to learn content not assimilated during the COVID-19 pandemic

This project aimed to develop learning studies, with 3rd year high school students during the 2022 school year, so that they could explore, with an investigative eye, content that was partially developed and/or even that was not covered in the grades. previous episodes during the period of the Covid-19 pandemic, as well as regular content from the series until the second two months of the same year. The proposal aimed at producing scientific articles that were presented at an event held at the end of the project, scheduled for November 2022. The Geogebra software was used as a tool with the purpose of assisting interpretation and understanding. The theories used were the conceptions of knowledge and intelligence and teaching practice, proposed by Machado (2005), as well as Brousseau's Theory of Didactic Situations (2008). We noticed that, with the support and research guidance, the students performed well, showing themselves to be dedicated and concerned about the progress of their work. The target audience were students from a state public school in the Santo André-SP region. There was the participation of students with disabilities.

Analysis HOTS Problem Solving: Student Learning Outcomes from Student Facilitator and Explaining and Geogebra-Assisted Discovery Learning Models

Educators need to think about the difficulties that students often face when faced with high-order thinking skills in order to improve the teaching and learning system through the use of the right learning methods. This study aims to compare learning outcomes between using the Student Facilitator and Explaining the learning model with Discovery Learning powered by Geogebra to help students be critical, creative, and innovative in solving problems in the form of High Order Thinking Skills questions to think about in the context of science and everyday life. This experiment uses quantitative methods and is conducted in two classes XI with a total of 32 samples, namely 13 students of Experiment A and 19 students of Experiment B. This study uses instruments in the form of HOTS questions, consisting of 5 descriptive questions with pre-test and post-test designs so that the generated data is tested with JASP and SPSS software. In the Geogebra-powered Discovery Learning model, the p-value is 0.059 with an average of 20.000, while in the Geogebra-powered Student Facilitator and Explaining learning model, the p-value is 0.276 with an average of 52.947. Thus, the learning model suitable for the application of Geogebra software is Student Facilitator and Explaining based on the generated data and has a higher learning outcome value than the pre-test and post-test of the Discovery Learning learning model. This research can be a reference for education in education because of the need for proper technology to support the teaching and learning activities for students.

Investigating problem-solving behaviours of university students through an eye-tracking system using GeoGebra in geometry: A case study

Problem solving is one of the high-level thinking skills and essential in teaching mathematical concepts and procedures. The eye-tracking method allows educators to see and interpret different problem-solving behaviours of students. The purpose of this study was to investigate the problem-solving behaviours of university students based on eye tracking statistics when faced with a geometry problem, and to explain these behaviours in terms of the students' success and learning styles. The research design was a case study approach that combined quantitative and qualitative data. Eight first-year students from the department of elementary mathematics education in a private University, Turkey, participated in this study. They were asked to solve a specific geometry question using the GeoGebra software. While solving this question, their eye movements were recorded and analysed using an eye-tracking program. Results were analysed to investigate their problem-solving skills and behaviours based on Polya’s mathematical problem-solving stages. Results of the study suggest that the effort devoted to the understanding and planning stages of problem-solving are important factors that contribute to success in this case. Results also revealed that participated students with a converger learning style were more successful in each step of the problem-solving process. Additionally, it could be concluded that the input area had only been used by converger students, indicating that they devoted time and effort to creating and trying formulas.

The construction of figured numbers in GeoGebra software using algebraic properties

The construction of figured numbers in GeoGebra software using algebraic properties

Analysis Of Students' Learning Interest In Learning Mathematics With The Assistance Of Geogebra Software In Class V Of Madrasah Darul Ulum Mancilan

The aim of this research is to determine the effect of knowing the use of geogebra software on students' learning interest in square and rectangular flat building materials. The subjects of this research were 28 students in class V of Madrasah Darul Ulum Mancilan 12 women and 16 men. This study used quantitative descriptive and the instrument used, namely non-test containing questionnaires in the form of student statements on the interest in learning flat building material assisted by geogebra software with 20 statements consisting of 4 indicator. The results of this study showed an indicator of feeling happy the average percentage obtained 81.1% of the category was very high, both indicators of student interest Resulting in an average percentage of 82.8% in the very high category, the three indicators of student engagement with an average percentage of 72.5% in the high category and finally the engagement indicator produced an average percentage of 78.7% in the high category. The overall percentage of the analysis of student learning interest indicators resulted in 78.6% being in the high category.

Pelatihan Geogebra Untuk Guru-Guru Sma Di Kota Jambi

Mathematics and Physics are subjects that are not only difficult for students but also difficult to do Teacher. To make it easier to understand the material, Geogebra software is used. In the community service, Geogebra training is given to high school teachers in the field of Mathematics and Physics teacher in Jambi City. The training was carried out online involving 10 lecturers and 5 assistants. The training consisted of 4 sessions carried out over 2 days by 31 Mathematics and Physics teachers. Training is divided into 2 classes for more effective. From the results of the training, the ability to use Geogebra increased by 38.05%. The average level of participant satisfaction with the implementation of the research was 4.15 in (a scale 5)

Exploring geometry with GeoGebra: Strategies to reinforce learning in intermediate students

This study highlights the need to enrich geometry teaching through technological tools like GeoGebra software. A quantitative methodology with a pre-experimental design was used involving 179 elementary school students. The results, supported by a Cronbach's alpha coefficient of 0.966, indicate that the students significantly improved their learning process. GeoGebra effectively strengthens geometry knowledge in conceptualization, visual, and solving ability variables. These findings underline the substantial contribution of GeoGebra to the improvement of geometric understanding in the educational environment.

Penerapan Model Pembelajaran PBL Berbantuan Software Geogebra Untuk Meningkatkan Kemampuan Pemahaman Konsep Matematis Siswa

This research applies the PBL learning model with the help of Geogebra software to test the increase in junior high school students' ability to understand mathematical concepts. This research aims to find out whether the application of the PBL learning model assisted by Geogebra software can improve students' ability to understand mathematical concepts. The research method used is Classroom Action Research. The subjects of this research were 29 students in class VII-6 of SMP Negeri 17 Medan. The object of this research is to increase students' understanding of mathematical concepts in set material with the PBL model assisted by Geogebra software. Based on the research results obtained, in cycle I the number of students who completed classical learning was 8 students (27.59%), and 21 students (72.41%) had not yet completed it, with an average class score of 54.87. In cycle II there was an increase in students' ability to understand mathematical concepts, there were 21 students (72.41%) who achieved completeness and 8 students (27.59%) who had not yet completed it, with a class average score of 72.24. The target percentage level of student success based on the second cycle test of understanding mathematical concepts has reached the specified completeness, namely 70% with a KKM of 70. Based on the research results, it can be concluded that the application of the Problem Based Learning (PBL) model assisted by Geogebra software can improve the ability to understand mathematical concepts student.

Geogebra Software And Playful Strategies In Mathematics Learning In Students Of A State Educational Entity Of Piura, 2023

The objective of the investigative study was to determine the effect of GeoGebra Software and playful strategies on mathematics learning in students of a state educational entity in Piura, 2023. The research was quantitative, applied and pre-experimental in design. The sample was 48 students, to whom a written test "I demonstrate my learning in mathematics" was administered, which has a KR-20 reliability of 0.823 and expert criterion validity with an Aiken V of 0.88. The results after the application of the program are positively evident in the achievement levels. Before the program, 85.42% of students were below expected achievement (Start and process) and after, 66.67% were in expected achievement and 8.33% in outstanding achievement. In the hypothesis testing, a significance of less than 5% (p<0.05) was obtained, determining the effect of the program in the four dimensions: solves problematic quantity situations; of regularity, equivalence and change; of form, movement and location; and data management and uncertainty, concluding that the use of GeoGebra software and playful strategies have a significant effect on mathematics learning.

Exponential Function: a proposal for mathematical tasks

The purpose of this work has been to propose mathematical tasks involving the exponential function using the GeoGebra software. Thus, it has been based on the discussion about mathematical tasks by João Pedro da Ponte and the Theory of Semiotic Representation Registers. This is a qualitative explanatory research as regards its aims and it has been based upon bibliographical survey and assessement of the sources. Its development has involved the elaboration and adaptation of tasks through testing in the GeoGebra, followed by the writing of a set of didactical guidelines to teachers. The GeoGebra has been proved to be a suitable didactical resource for proposing tasks on exponential functions by enabling an experimental character in the classroom, which could provide High School students with autonomy in studying this mathematical concept.

Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra

The study explored the relationship between information and communication technology (ICT) self-efficacies and students’ mathematics performance using the GeoGebra software in teaching quadratic functions to senior high school (SHS) students in the West Gonja Municipality of the savannah region. ICT capabilities were defined as the functionalities offered by ICT in mathematics education that students identify and utilize to address their learning needs, including computational and graphing capabilities. The pre-test/post-test non-equivalent control group design with a quantitative research approach were employed for data collection. A sample of 120 participants were selected from three Senior High Schools in the West Gonja Municipality via the stratified random sampling technique. Data were collected through performance tests and students survey questionnaire and analyzed using descriptive statistics, independent samples t-test and correlation analysis. Notably, the study observed that there was comparable/significant difference between the posttest mean scores of students taught using GeoGebra and students taught without it. The results also indicated GeoGebra as an effective technological tool for improving students’ computational and graphing competencies, both of which revealed significant and positive association with mathematics performance. Analysis of the responses of students' opinions/perceptions of GeoGebra as an ICT tool in teaching quadratic functions revealed an overwhelming majority of students had positive perceptions of GeoGebra, considering it an effective tool for teaching and learning quadratic functions, enhancing their understanding, computational skills, and motivation. They also expressed willingness to recommend it to their peers, indicating strong support for its integration into mathematics education. As a result, the study proposed the full integration of ICT into the SHSs’ curriculum. Additionally, it recommended focusing on enhancing the ICT competencies of SHS students to effectively leverage ICT in their educational endeavors.

Influence of Tasks with GeoGebra Software on the Development of Mathematical Competence in Engineering Students

Resumen Este artículo trata sobre el diseño e implementación de tareas con software GeoGebra en el aula de matemática de carreras de ingeniería y el desarrollo competencial puesto en juego cuando los alumnos las realizan. En cuanto a las tareas, se categorizaron en cuatro niveles de acuerdo con su demanda cognitiva, con la interacción alumno-software y con la relación entre conceptos matemáticos que cada una propone. Mediante un experimento de enseñanza en una comisión de Análisis Matemático I se analizó la influencia del GeoGebra en el desarrollo de la competencia matemática en tareas de distintos niveles, de las cuales se muestran dos en este trabajo. El análisis de los resultados revela que, en la tarea con demanda cognitiva media y consigna guiada para su resolución, es posible evidenciar capacidades matemáticas específicas desarrolladas por los estudiantes. Sin embargo, el resultado es adverso en la que la demanda cognitiva y la interacción alumno-software es alta. Los estudiantes realizaron una exploración escasa para poder conjeturar y no justificaron formalmente lo que pudieron visualizar con el software. Esto evidenció un bajo desempeño competencial en este tipo de tarea y destaca la relevancia de la interacción social en el aula y de la guía del docente.

EFEKTIVITAS PROBLEM BASED LEARNING BERBANTU SOFTWARE GEOGEBRA PADA MATERI PROGRAM LINEAR TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMA

The purpose of this research is to 1). Knowing that there are differences in students' mathematical communication abilities with the Problem Based Learning (PBL) learning model assisted by GeoGebra Software and conventional learning models. 2) Find out which learning model is better between the Problem Based Learning (PBL) learning model assisted by GeoGebra Software and the conventional learning model for students' mathematical communication abilities. 3) To determine the influence of student activity on students' mathematical communication skills who use the PBL (Problem Based Learning) learning model assisted by GeoGebra Software. 4) To find out whether students' mathematical communication skills who use the Problem Based Learning (PBL) learning model assisted by GeoGebra Software achieve individual or classical mastery. The research method used in this research is the Quasi Experimental method. The sampling technique uses purposive sampling technique. The instruments for collecting data in this research are Pre-test and Post-test. . The population of this study were class XI students of SMAN 1 Wedung. The N-Gain test is the data analysis technique used in this research. The results of this research show that the N-Gain score in the experimental class (PBL method assisted by GeoGebra) is 62%. Meanwhile, the N-Gain score in the control class (conventional method) was 54%. In other words, it can be concluded that the mathematical communication skills of students who received PBL learning assisted by GeoGebra were significantly more effective than students who received learning using the conventional method

Pemodelan Pertumbuhan Penduduk Kota Kupang dengan Geogebra

This research aims to project the population of Kupang City in 2030. Data on the population of Kupang City was obtained from Badan Pusat Statistik of Kupang City. The data was used in 12 year time intervals. The process of projecting the population of Kupang City was carried out with the help of Geogebra Software. The projection of the population of Kupang City is modeled using a Linear Model, Exponential Model, Geometry Model and Logarithmic Model. The logarithmic model has the smallest error so it can be said that the logarithmic model is better than other models, in relation to projecting the population of Kupang City. The results obtained for the population of Kupang City in 2030, respectively for the Geometry Model, Logarithmic Model, Exponential Model and Linear Model are 519106.81, 535169.03, 557736.47, 535564.58. These results can be the basis for the government or parties regarding future policies.

Development of Didactical Design Concepts of Areas of Squares and Rectangles Assisted by Geogebra in Middle School

The comprehension of overarching principles in texts for elementary and junior high school is deficient. The objective of this study is to create an instructional plan for understanding the notion of square and rectangular regions using GeoGebra as a tool. This study employs a didactical design research methodology with a descriptive-qualitative approach. The didactic design discussed in this study pertains to the acquisition of knowledge regarding square and rectangular regions in junior high school. The study was carried out in a public junior high school located in Sungai Raya Kubu Raya. The data sources consist of primary and secondary data. Primary data is collected firsthand from sources in the field, directly from the research subject. The data is derived from test results and observations of eighth-grade students and mathematics teachers, which serve as the foundation for the development of didactical design. The secondary data consists of a literature review, which is derived from relevant literature sources that provide support or relevance to this publication, such as earlier research. The findings revealed that students had difficulties mostly in identifying flat shapes, calculating the area of squares and rectangles, understanding the correlation between square and rectangular areas, and utilising the notion of square and rectangular areas to solve problems. This learning impediment is surmounted by implementing a didactic design. The resulting didactic design incorporates the utilisation of GeoGebra software to address and overcome students' learning hurdles in the context of square and rectangular materials, with a focus on problem-solving.