Use Of GeoGebra Research Articles

Application of interactive software in classrooms: a case of GeoGebra in learning geometry in secondary schools in Uganda

The incorporation of subject-specific technologies in teaching and learning mathematics has been extensively investigated in different areas outside Uganda. The benefits are extensive, although the adoption of these technologies has been threatened by teachers needing help to apply them effectively for instruction. While this alone would aptly justify a comprehensive assessment of its applicability on the local scene, the post-COVID-19 era dynamics escalated its urgency and relevance. Thus, third-year pre-service mathematics teachers’ knowledge and aptitude to use GeoGebra in teaching and learning geometry were developed in this study. In addition, the consequence of using this software on students’ achievement in geometry was investigated using a quantitative research approach. Ninety-four third-year pre-service mathematics teachers completed a three-week intensive capacity-building workshop using GeoGebra. Their self-ratings on their technological pedagogical content knowledge (TPACK) before and after the training were measured using a self-administered questionnaire. A total of 406 students from four schools in Central Uganda participated in the quasi-experiment, with 199 and 207 students assigned to the experimental and control groups, respectively. Pre- and post-achievement tests were meted out to the students. While descriptive statistics showed a positive change in the teachers’ technological knowledge (TK), technological pedagogical knowledge (TPK), technological content knowledge (TCK), and TPACK, independent samples t-tests revealed a substantial difference in the post-test mean scores between the two groups since the experimental group students outshone those in the control group. These findings are consistent with global literature, and thus, schools in Uganda should adopt the use of GeoGebra through a continuous capacity-building approach, while considering the challenges and limitations associated with the software.

The Use of GeoGebra in Enhancing Grade 10 Learners' Understanding of Probability

The Use of GeoGebra in Enhancing Grade 10 Learners' Understanding of Probability

STUDENTS’ KNOWLEDGE OF INTEGRATION OF GEOGEBRA IN LEARNING MATHEMATICS IN LOWER SECONDARY SCHOOLS IN UGANDA

The use of technology in the pedagogical process is growing at a phenomenal rate and has revolutionized the way students learn. As a result, there is a need for integrating technology into students’ mathematical activities. GeoGebra is a technology software that supports teaching and learning mathematics, especially geometry, algebra, and statistics. This study investigated the students’ knowledge of the integration of GeoGebra in learning mathematics in lower secondary schools in Wakiso District, Uganda. The study utilized quasi-experimental and cross-sectional designs with 42 senior two students in the experimental and 43 in the control group. Data were collected using pre-tests, post-tests, and questionnaires to identify the students’ difficult geometric concepts when learning mathematics, establish the impact of GeoGebra-based training on the students’ learning, and examine the relationship between students’ perceived ease of use of GeoGebra and its integration in learning mathematics. Independent samples t-test, Pearson's linear correlation, and descriptive statistics such as mean, standard deviation, percentages, and frequencies were employed to analyze the data. The study revealed that reflection on the Cartesian plane was the most abstract geometric concept to learn. The results further revealed a statistically significant mean difference between pre-test and post-test scores in favour of the experimental group after the intervention. Furthermore, a moderately significant positive linear correlation existed between students’ perceived ease of use of GeoGebra and its integration in learning reflection on the Cartesian plane. Therefore, the study recommends urgently training students to incorporate this interactive educational software into their mathematics learning.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0871/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.

Implementation Of Geogebra As A Mathematics Learning Medium By Applying A Problem-Based Learning Model (Pbm)

Evaluate the impact of using GeoGebra as learning media on students' understanding of mathematical concepts and their engagement in the learning process. The method used in this study was experimental research with a pre-test and post-test design, where students were given problem-based tasks that were solved using GeoGebra. Data were collected through pre-test and post-test to assess the improvement of students' understanding of mathematical concepts, as well as observation to evaluate students' engagement during the learning process. The results showed that the use of GeoGebra in the Problem-Based Learning (PBL) model significantly improved students' understanding of mathematical concepts, with an average increase in understanding scores of 25%. The findings support the integration of GeoGebra with the PBL model as an effective strategy in learning mathematics in secondary schools.

GeoGebra Landscape Research in Mathematics Learning

GeoGebra is a software designed to facilitate the teaching and learning of mathematics, aiming to enhance students' comprehension of math concepts through its various digital tools and interactive features. The purpose of this study was to examine the research landscape related to the use of GeoGebra in the learning of mathematics. A descriptive bibliometric analysis method was used in this study. The data was retrieved from the Scopus database. According to the study, the number of publications related to GeoGebra in mathematics learning fluctuates annually. The year 2015 saw the highest number of citations compared to any other year. Turkey is the most influential country in this field. In the 2010–2015 and 2016–2020 ranges, the research focus was almost the same, or in other words, there were no significant differences in keywords. However, in the 2021–2023 range, the research focus has a renewal. Many new keywords have appeared.

A Systematic Review: Use of GeoGebra in Mathematics Learning at Junior High School in Indonesia and Japan

<p>The aim of this research is to analyze the implementation of GeoGebra in mathematics learning at junior high school in Indonesia and Japan. This research examines systematic literature reviews using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) method with articles indexed by Web of Science (WoS) and Scopus from 2010 to 2024. The research findings show that; (1) most publicized use of Geogebra begins in 2022; (2) the topic most frequently used in research related to the application of GeoGebra in Indonesia and Japan is geometric transformation; (3) the highest percentage of student perspective analysis results in Indonesia is 25% with the experience, reflect and explain aspects, each of which consists of 6 topics (triangular properties, geometric transformation, matrix operations, cylinders, perform set operations and different parts of a circles); (4) the highest percentage of student perspective analysis results in Japan is 38% with the experience aspect consisting of 6 topics (square roots, quadratic function, triangle similarity condition, inverse of inscribed angle theorem, quadratic equation and Pythagorean theorem). It is hoped that this research can provide input for using GeoGebra in mathematics learning in these two countries, because GeoGebra not only helps students understand mathematical concepts better, but also facilitates more interesting and interactive learning.</p><p> </p><p>Tujuan dari penelitian ini untuk menganalisis implementasi penggunaan GeoGebra pada pembelajaran matematika SMP di Indonesia dan Jepang. Penelitian ini mengkaji tinjauan literatur sistematik menggunakan metode Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) dengan artikel yang terindeks WoS dan Scopus dari rentang tahun 2010 hingga 2024. Temuan penelitian menunjukkan bahwa; (1) penggunaan Geogebra paling banyak dipublikasikan dimulai pada tahun 2022; (2) topik yang paling sering digunakan dalam penelitian terkait penerapan GeoGebra di Indonesia dan Jepang yaitu transformasi geometri; (3) persentase tertinggi hasil analisis perspektif siswa di Indonesia yaitu 25% dengan aspek experience, reflect, dan explain yang masing-masingnya terdiri dari 6 topik (triangular properties, geometric transformation, matrix operation, cylinder, perform set operations dan different parts of a circle); (4) persentase tertinggi hasil analisis perspektif siswa di Jepang yaitu 38% dengan aspek experience yang terdiri dari 6 topik (square roots, quadratic function, triangle similarity condition, inverse of inscribed angle theorem, quadratic equation dan theorem pythagoras). Penelitian ini diharapkan dapat memberikan masukan untuk menggunakan GeoGebra pada pemebelajaran matematika di kedua negara tersebut, karena GeoGebra bukan hanya membantu siswa dalam memahami konsep matematika secara lebih baik, tetapi juga memfasilitasi pembelajaran yang lebih menarik dan interaktif.</p>

Development of the GeoGebra’s Guidebook in Creating Mathematics Learning Media Based on Ethnomathematics

This research aims to develop a guidebook for the use of GeoGebra in creating mathematics learning media based on ethnomathematics for university students in mathematics education study program at Pattimura University PSDKU Maluku Barat Daya. The method used in this research is Research and Development (R&D) with 4D model developed by Thiagarajan et al. (1974) which consists of 4 stages, namely Define, Design, Develop and Disseminate. This method and model are very feasible and systematically supports the development of the guidebook. By involving 2 validators, namely material experts and linguists, the draft of the guidebook was then revised and tested on a small limited group. Furthermore, based on descriptive statistical analysis and qualitative descriptive analysis, it can be concluded that the reference book using GeoGebra has been successfully prepared and meets the criteria of valid and effective. In addition, the use of this guidebook can also increase students' knowledge in understanding material related to cartesian coordinates, especially in drawing graphs of linear functions, quadratic functions, polynomials, trigonometric functions, exponent functions, and logarithms.

Use of GeoGebra as a didactic resource for the solution of linear ordinary differential equations

Use of GeoGebra as a didactic resource for the solution of linear ordinary differential equations

Efektivitas Media Pembelajaran Berbasis Aplikasi Geogebra Dengan Pendekatan STEM (Science, Technology, Engineering, and Mathematics) Terhadap Kemampuan Pemecahan Masalah Matematis Siswa

This study aims to explore and measure the effectiveness of using GeoGebra application-based STEM learning media in improving the mathematical problem solving ability of junior high school students. In this study, researchers took samples of two classes which will be divided into one control class and one experimental class. The class chosen as the control class is VII B and the experimental class is class VII E. With the experimental method, the two classes are divided into an experimental group (using GeoGebra) and a control group (conventional learning). The research instruments used are in the form of description questions and questionnaires, while the data analysis techniques used are descriptive and inferential statistical analysis. This study used independent simple t-test, N-Gain test, and questionnaire processing. The results of the analysis showed that there was no significant difference in initial abilities between the two groups. However, after treatment, there was a significant increase in mathematical problem solving abilities in the experimental group. This is proven from the results of the post-test and N-Gain test. Student responses to the use of GeoGebra in learning mathematics with a STEM approach are also positive, showing high interest and understanding. These results support learning approaches that integrate technology and natural sciences, engineering, technology, and mathematics to improve students' mathematical problem solving skills

Use of GeoGebra for teaching quadratic equation

The present study was carried out to massify the use of the GeoGebra program in high school mathematics teachers. A pretest was carried out, after the training an evaluation was used, and then a satisfaction survey with all the teachers, with the dependent variable being the learning of quadratic equations and the use of GeoGebra as an independent variable. The methodology consisted of using this software to motivate students in the teaching-learning process of mathematics. The main results show that the traditional teaching of mathematics can be complex for today's students, however, the use of technological tools such as GeoGebra is attractive to them, which causes motivation and consequently achieves more effective learning.

Understanding pre-service mathematics teachers’ intentions to use GeoGebra: The role of technological pedagogical content knowledge

The research investigated the “Technological Pedagogical Content Knowledge” (TPACK) of pre-service mathematics teachers and its impact on their sustained intention to utilize GeoGebra in teaching mathematics. This study introduced a novel research model by extending the “Unified Theory of Acceptance and Use of Technology” (UTAUT) with TPACK. Through “Structural Equation Modeling” (SEM) applied to data collected from 205 pre-service teachers, the research model was evaluated. The results revealed that factors like effort expectancy, social influence, performance expectancy, and TPACK significantly predicted the continuous use intention of GeoGebra. However, no substantial relationship was found concerning facilitating conditions. The findings have managerial and practical implications for academics, teachers, principals, and decision-makers promoting the use of GeoGebra in educational settings.

Meningkatkan Literasi Numerasi Melalui Pembelajaran Berbasis Masalah Berkonteks Islam dengan Berbantuan Geogebra

This research aims to implement a context-based problem-solving learning model with Islamic context assisted by GeoGebra to enhance the numeracy literacy skills of students in the topic of matrix in Grade XI MIPA at MAN Barito Timur. The study employs a classroom action research approach with two cycles. Data is collected through pretests, post-tests, observations of learning implementation, and student worksheets. The results indicate that applying the learning model successfully improves students' numeracy literacy skills. In cycle 1, there was an increase from 5 students reaching the minimum passing grade (KKM) in the pretest to 9 students or 56% in the post-test. In cycle 2, 7 students achieved KKM in the pretest, which increased to 12 students in the post-test, reaching 75%. Student engagement also improved positively, reflecting the effectiveness of the learning model. The use of GeoGebra as a tool for visualization and exploration had a positive impact on deeper understanding. In conclusion, the Islamic context-based problem-solving learning model assisted by GeoGebra effectively enhances students' numeracy literacy. Keywords: problem-based learning, numeracy literacy, Islamic context, GeoGebra

Investigating Gender Differences in Using Geogebra Software at the Senior High School Level

The study aimed to investigate the effects of GeoGebra software on students’ performance based on gender in mensuration at the Senior High School Level. Research hypothesis was used to conduct the study. Quasi-experimental (pretest-posttest design) was used in this quantitative study. Tests were used to collect data for the study and the collected data was analyzed using Statistical Package for Social Sciences (SPSS). It was therefore concluded that both genders are of the same academic abilities in geometry. It was also revealed that performances of students based on gender were not significantly different, which showed that both genders performed equally. Also, GeoGebra as a teaching and learning tool enhanced students' performance in mathematics. It was therefore recommended that the use of GeoGebra should be made to part of the Senior High School Curriculum and teachers should be sensitized about the essence of the use of technological tools in teaching mathematics.

The Nature of Gender Difference in The Effectiveness of GeoGebra

GeoGebra is a type of Dynamic Geometric Software (DGS) that has been widely used to teach Mathematics. A substantial research study was done to investigate the effectiveness of GeoGebra to enhance students’ learning in mathematics from varied dimensions. In this research, a systematic review of the effectiveness of GeoGebra to enhance students’ learning in mathematics from varied dimensions was conducted using PRISMA’s procedure. The use of GeoGebra as one of STEM education instrument has yet to be discovered. Thus, the further study of its effectiveness is needed. 11 articles between 2011-2020 have been analysed. The distribution of the accessed articles over the years were up and down by heading to its declining trend from 2011 to 2020. The distribution of origin in the accessed articles by country of origin shows that Asia dominated this study with six articles (55%), while Africa with three articles (27%) and North America and Europe, respectively produced one paper (9%). All accessed articles conclusively stated that GeoGebra can improve students and pupils cognitive and affective dimensions. In terms of gender difference, the conclusive findings show no gender difference on the effectiveness of GeoGebra in the teaching and learning of mathematics.

The use of geogebra in the construction of a study manual on matapi in the training of teachers for the countryside

The use of geogebra in the construction of a study manual on matapi in the training of teachers for the countryside

Integration of GeoGebra in Problem-Based Learning to Improve Students' Problem-Solving Skills

Learning mathematics requires the development of problem-solving abilities. However, problem-solving requires additional focus, particularly in the context of schools. Therefore, alternatives are needed to teach students how to solve problems through GeoGebra in problem-based learning. The goal of this study was to thoroughly and in-depth investigate how the use of GeoGebra in problem-based learning affects students' capacity for problem-solving. Quasi-experimental research methodology is employed. The Posttest-Only Design with Nonequivalent Groups was the quasi-experimental design in this work. According to the data analysis, incorporating GeoGebra into problem-based learning significantly impacts students' ability to solve problems.

The Effects of GeoGebra-Assisted Transformation Geometry Instruction on Student Achievement, Attitudes, and Beliefs

This study aims to investigate the effects of using GeoGebra, a popular dynamic geometry software, on students’ mathematics achievement, attitudes toward geometry, and beliefs about mathematics and its teaching in transformation geometry teaching. The study was a quasi-experimental design including experimental and control groups. The sample of the study was 34 7th-grade students from a public middle school in a city in Turkey. The study was conducted in the 2015-2016 academic year, lasting ten lesson hours (three weeks). The data were collected through achievement test and surveys regarding attitudes toward geometry, beliefs about the nature of mathematics, and beliefs about the teaching of mathematics. The quantitative data analyses were carried out by using the Mann-Whitney U test. Results revealed that, although the use of GeoGebra in teaching transformation geometry demonstrated student improvement in achievement, attitudes toward geometry, and beliefs about

Technology supported teaching implementations designed to improve critical thinking skills

This research evaluated the influence of technology-based teaching models on the development of critical thinking abilities in elementary school mathematics teacher candidates, as measured using Facione's (1990) criteria. The research was conducted with fourth-grade students studying in the Faculty of Education, Elementary Mathematics Education at a state university in the Marmara Region of Türkiye during the 2019-2020 Fall Semester. A case study research design was used to obtain a qualitative understanding of the participants' experiences. Two pre-service teachers were video-recorded throughout the research implementation process (5 weeks in total, from the 3rd week when the teaching model practices started to the 7th week when it ended). The dialogues in the video recording were analyzed using the descriptive analysis technique. Keywords and sentences describing the critical thinking sub-skills identified by Facione (1990) were observed to be included in the student dialogues, especially in the implementations of the designed teaching model that required the use of GeoGebra. These dialogues concluded that the proposed instructional model programs are consistent with the critical thinking competencies, include activities to use critical thinking skills, and can provide opportunities for developing critical thinking skills.

Exploring the Impact of GeoGebra on Mathematical Proficiency and Inductive Reasoning Ability in Geometry Students of MSU N – Integrated Developmental School

The study aimed to compare the effectiveness of two teaching strategies, one utilizing GeoGebra and the other employing traditional manual drawing tools in the guided discovery activities. A two-group experimental design with a pretest and posttest was used, along with a perception survey as qualitative support. The study was conducted over one grading period, involving a population of 120 Grade 9 students from Mindanao State University at Naawan-Integrated Developmental School. Data were collected through questionnaires and inductive reasoning activity worksheets developed by the teacher, which underwent rigorous reliability and validity testing. The Wilcoxon two-sample paired test results revealed a significant increase in scores from the pretest to the posttest for both the GeoGebra and the Conventional groups. However, the Mann-Whitney U-test and the independent t-Test indicated no significant difference between the two groups' performances in Mathematics proficiency and inductive reasoning activities, respectively. Furthermore, results of the perception survey showed highly positive perceptions of students on using GeoGebra, perceiving it to have enhanced their inductive reasoning ability. Overall, these findings suggest that using GeoGebra is equally effective as using manual drawing implements, having found no significant difference in performance between the two groups. Given these results and the positive review of students on the use of GeoGebra, it is recommended that the software's use be integrated into mathematics instruction.