GeoGebra from Students' Perspectives

South African Journal of Higher Education

The aim of the study was to evaluate the efficiency of applying GeoGebra software as a teaching tool to enhance high poverty, rural grade 11 students' understanding of Euclidean geometry circle theorems. The experimental group received instruction on how to use, make simple constructions, and measure elements in GeoGebra. The control group was taught in a traditional lecture method. Using a quantitative research design, the findings indicated that the use of GeoGebra had a statistically significant effect on the students' ability to correctly complete problems regarding some circle geometry theorems. Additionally, using a Likert scored questionnaire, students demonstrated that they valued the use of GeoGebra and appreciated this learning innovation. Altogether, students who interacted with GeoGebra were highly engaged in the learning processes and actively collaborated with other students rather than remaining passive learners. The students who participated in the study evaluated GeoGebra as an appropriate tool to assist them in the learning of mathematics.

International Journal of Human Sciences

This study is about using GeoGebra and its effect on eight grade students' achievements for the subjects of triangles. The study is conducted in the fall semester of 2009-2010 academic year. Two eighth grade classes from a primary school were selected as experiment and control groups. Before the classroom activities, a pre test which covered questions about seventh grade objectives was applied to the both groups to determine the students' attainment level. A two weeks course was planned in accordance with the official course curriculum for the experiment group. The course contained GeoGebra activities and practices about the stated objectives. The planned and GeoGebra constructed activities which demand effective use of GeoGebra for this grade shared with the students during the learning and teaching process. Simultaneously, the control group continued their formal teaching and learning procedure. After the two weeks, a post test was applied to the both groups simultaneously. The post test contained questions about the stated objectives for the eighth grade. Furthermore, one month after the application a recall test was applied to both groups as well. Possible comparisons between the tests and the groups were performed. The results show that dynamic software (GeoGebra) has positive effects on students' learning and achievement. It has also been observed that it improves students' motivation with positive impact.

2017

Purpose – This study examines the effect using GeoGebra dynamic geometry software on students’ ability to confront geometry problem solving, their achievement in spatial visualization skills, and their usage of cognitive skills in applying, analyzing, evaluating, creating and constructing ideas for geometry problem solving on the topic of Shape and Space towards supporting 21st century learning of Mathematics Education.Methodology – Quantitative and qualitative data were collected for this study. A total of 102 Form Two students participated in the study, which had employed the pre-test and post-test quasi-experimental research design. The research participants were divided into three groups, namely Experimental Group 1 (n=33), Experimental Group 2 (n=35) and Control Group (n=34). A guideline book on using GeoGebra dynamic geometry software in learning of Shape and Space, developed by the researchers and validated by a panel of experts, was used by the teachers and students in the e...

The paper presents the effects of dynamic mathematics software GeoGebra on student achievement in teaching of geometry at secondary stage. The sample has been taken on 40 students of control group and 40 students of experimental groups. The control group was received teaching by traditional way, i.e. without using any software while experimental group was received teaching by dynamic learning software Geogebra. The data has been collected. On analysis, it found that there are some meaningful differences between the score of control and experimental groups. The study shows that experimental group has better achievement which had received instruction by geogebra in comparison to control group in which lesson was taken without software technology.

International Journal of Interactive Mobile Technologies (iJIM)

The use of GeoGebra in teaching geometric transformations was investigated in this study. GeoGebra is a math software available in over 100 plus languages, both online and offline. GeoGebra is a useful application to improve and enrich mathematics teaching and learning by allowing students to visualize mathematical concepts, which is extremely useful for mathematical experiments and discoveries at all educational levels, from elementary school to university. The theoretical referents used in this article are cognitive learning theory and Vygotsky's social learning theory. Twenty students (twelve boys and eight girls) in grade IX from a private school in Kathmandu Valley, Nepal, were taught mathematics using a variety of specific instances of transformation highlighted in this study, including reflection, rotation, translation, and dilation. This research used a qualitative research method called a teaching experiment to examine the use of GeoGebra in eleven episodes. Students we...

JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan dan Pengajaran, 2022

Technology is an essential reference in all aspects. Technology provides significant changes in education part, especially in learning mathematics. Technology has an impact on the innovation space in mathematics learning, the problems so far tend to be less attractive, the environment is boring and very tied to reading materials, which results in students still not being able to develop their mathematical thinking process optimally, namely students' mathematical understanding is still low. Students' mathematical understanding is one of the most important capabilities that students should have to solve various problems, both mathematical problems for instance problems related to concepts, operations, principles, and in daily life. So that innovation in learning with the influence of learning technology is important to apply. The aim of this study was to develop students' conceptual understanding of transformation geometry using Geogebra software. This study used explorato...

Procedia - Social and Behavioral Sciences, 2012

The purpose of this study is to determine the effects of dynamic mathematics software GeoGebra on student achievement in teaching of trigonometry. The sample of the study consists of 51 students. The experimental group was subjected to the lessons arranged with the GeoGebra software in computer assisted teaching method, while the control group was subjected to the lessons shaped with constructivist instruction. The data collected after 5 weeks of application show that there is a meaningful difference between experimental and control groups' achievement in trigonometry. This difference is in favor of the experimental group which had lessons with GeoGebra.

2018

The objectives of this action analytical research were to examine the usage of the mathematical educational software “Geobebra” and to observe its impact on students’ math achievements in understanding some geometric properties and drawing convex and concave polygons such as triangles and quadrilaterals in grade seven in the elementary level. The researcher did not aim other classes and other levels to leave the door open for other researches to study the impact of using GeoGebra on students’ geometric construction not only in 2D geometry but also in 3D space geometry in the secondary level. The study was implemented in two grade seven sections (A and B) with ten students in every section, and was consisted of an experimental group (section A) and a control group (section B) targeting the benefit of using information and communication technology (ICT) through the dynamic software GeoGebra to better understand drawing geometric polygons such as equilateral and isosceles triangles. Th...

Asian journal of multidisciplinary studies, 2020

This study investigated the effectiveness of using GeoGebra in teaching Grade 10 Mathematics. The study involved 66 Grade 10 students. A total of 34 students were in the control group and 32 students in the experimental group. The researcher utilized quasi-experimental design (for the control group and the experimental group). The research used pre-test and post-test approach. The control group was taught using the conventional way while the experimental group was taught using GeoGebra software. The results showed significant difference between the control and the experimental group (t=-4.05, p = 0.0001). The gain score of the respondents showed significant difference (t = -8.28, p<0.0001). The findings of this study would prove teachers the opportunity to use GeoGebra software in their teaching mathematics that will enhance student’s performance in mathematics.

Journal of Mathematics and Statistics, 2012

Problem statement: In a study by TIMSS, approximately 20% of Malaysian students failed to achieve the minimum benchmarks in mathematics. In addition, students do not understand mathematical concepts and lack necessary skills in problem-solving. The purpose of this study was to examine teachers' perceptions toward the features and tools in GeoGebra. Approach: A GeoGebra workshop was conducted involving 30 secondary school teachers. This study employed a quantitative survey method that uses a questionnaire to collect data. Descriptive statistics were used to gauge teachers' perceptions toward the software during a GeoGebra workshop. Results: The findings showed that teachers' perceptions toward GeoGebra features were at a moderate level (M = 3.53). Teachers' perceptions toward the basic construction of geometry and the transformation angle were at a high level, with a mean of 3.85 and 3.78. Teachers' perceptions toward coordinates and equations, functions and exporting of images were at a moderate level, with a mean of 3.57 and 3.59. The findings indicate that teachers have positive perceptions toward the use of GeoGebra. Conclusion: Therefore, based on the findings of this study, GeoGebra can and should be used as an alternative to promote the use of technology in the teaching and learning of mathematics.