Relevant bibliographies by topics / GeoGebra AI

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Academic literature on the topic 'GeoGebra AI'

Author: Grafiati
Published: 2 June 2025
Last updated: 31 July 2025

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Journal articles on the topic "GeoGebra AI"

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Bueno, Adrieli, Maria Ivete Basniak, and Daysi Julissa García Cuéllar. "Função afim e suas características abordadas por meio do cenário animado Abelha no Geogebra." PNA. Revista de Investigación en Didáctica de la Matemática 17, no. 4 (2023): 401–23. http://dx.doi.org/10.30827/pna.v17i4.26081.

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Este artigo teórico objetiva discutir características da função afim por meio da construção de um cenário animado elaborado no GeoGebra a partir dos elementos da Aproximação Instrumental (AI). A AI é usada para revelar o potencial da tecnologia digital para a aprendizagem de matemática. Os resultados indicam que, através de técnicas empregadas e dos invariantes operatórios dos esquemas identificados, é possível vislumbrar características da função afim ao utilizar esses elementos matemáticos para construir o cenário animado. Assim, elementos da AI auxiliaram a evidenciar características da fun
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Bonilla-Novillo, Sayuri Monserrath, Ángela Cecibel Moreno-Novillo, Juan Carlos Quinchuela-Paucar, Javier Edmundo Albuja-Jácome, and Diego Iván Santillán-Espinoza. "Potenciando el aprendizaje de ecuaciones diferenciales: Implementación de software libre en la Escuela Superior Politécnica de Chimborazo." Revista Amazonia Investiga 13, no. 80 (2024): 33–42. http://dx.doi.org/10.34069/ai/2024.80.08.3.

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El objetivo de esta investigación fue describir las experiencias de aprendizaje significativo en el uso de un software libre, como estrategia didáctica en la enseñanza de ecuaciones diferenciales ordinarias lineales. En términos epistemológicos, el alcance investigativo fue del tipo cualitativo con el apoyo del enfoque fenomenológico, operativizado mediante las técnicas de investigación documental, para la recopilación de fuentes secundarias de comprobado valor académico y; la observación participante, que sirvió al mismo tiempo para recabar las experiencias subjetivas de un grupo de estudiant
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Indaryanti, Indaryanti, Novita Sari, Sofia Sofia, and Hendra Lesmana. "Asesmen Formatif Digital: Pendampingan Guru MGMP Matematika SMP OKU Timur Memanfaatkan Artificial Intelligence." Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat 7, no. 2 (2025): 643–53. https://doi.org/10.24036/abdi.v7i2.1486.

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Kegiatan pendampingan ini bertujuan untuk meningkatkan kemampuan guru MGMP Matematika SMP OKU Timur, Sumatera Selatan, untuk membuat asesmen formatif digital yang efektif dengan memanfaatkan Artificial Intelligence (AI). Program ini difokuskan pada membimbing guru untuk menurunkan tujuan pembelajaran dari capaian pembelajaran, menyusun soal asesmen formatif yang relevan, dan memanfaatkan perangkat AI seperti Geogebra dan Desmos. Kegiatan ini dilaksanakan dengan menggunakan metode ceramah, diskusi, dan workshop yang berlangsung melalui 4 tahap, yakni sosialisasi, pelatihan, pendampingan, dan ev
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Olivares Funes, Jorge, Elvis R. Valero Kari, and Pablo Martin. "Description of Parameter Variation Learning with Artificial Intelligence and GeoGebra in Students of a Differential Equations Course." Journal of Physics: Conference Series 2701, no. 1 (2024): 012049. http://dx.doi.org/10.1088/1742-6596/2701/1/012049.

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Abstract In this era of social and technological change, the advent of AI has had great impact on the lives of many people and especially in the educational field, as mentioned in [1], wich prove that the perceptions that students and instructors have about artificial intelligence are very positive to implement them in learning. In this [2] assert that it is possible to have a collaborations between the fields of mathematics and artificial intelligence AI.
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Hanan, Hanan, and Sugiman Sugiman. "Dampak Artificial Intelligence terhadap Belief Peserta Didik dalam Pembelajaran Matematika." Jurnal Cendekia : Jurnal Pendidikan Matematika 9, no. 1 (2025): 339–61. https://doi.org/10.31004/cendekia.v9i1.3852.

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Perkembangan teknologi dapat dilihat dari bentuk perkembangan Artificial Inteligence (AI) yang semakin memudahkan dalam segala aspek kehidupan, termasuk dalam bidang pendidikan. Namun, seiring perkembangan teknologi, pembelajaran matematika tetap dianggap sulit oleh peserta didik. Penelitian ini memaparkan sejauh mana dampak AI terhadap belief peserta didik dalam pembelajaran matematika. Adapun metode yang digunakan dalam penelitian ini yaitu Systematic Literature Review (SLR) yaitu menganalisis AI dan keterkaitannya dengan belief pembelajaran matematika. Data yang digunakan dalam penelitian i
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Uripno, Gusti, Rita Yuliastuti, Edy Nurfalah, and Irma Fauztina Islami. "Berpikir Kombinatorik: Relevansi AI dengan Model Pembelajaran Matematika." Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran 9, no. 2 (2024): 77–86. https://doi.org/10.55719/jt.v9i2.1510.

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Studi pengembangan ini menggunakan pendekatan kualitatif dan metode penelitian Didactic Engineering (DE). Tujuan dari penelitian ini adalah untuk mengembangkan model pembelajaran berbasis AI dengan menggabungkan model pembelajaran discovery dan problem based yang melibatkan mahasiswa matematika di Universitas PGRI Ronggolawe, Tuban. AI atau kecerdasan buatan menjadi alat bantu yang perlu dioptimalkan dalam berbagai bidang terutama dalam bidang pendidikan matematika. Sementara itu, pendidikan matematika memiliki isu terkait pemecahan masalah pada topik matematika diskrit. Berangkat dari isu ter
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Yunianto, Wahid, Zsolt Lavicza, Oliver Kastner-Hauler, and Tony Houghton. "Investigating the use of ChatGPT to solve a GeoGebra based mathematics+computational thinking task in a geometry topic." Journal on Mathematics Education 15, no. 3 (2024): 1027–52. http://dx.doi.org/10.22342/jme.v15i3.pp1027-1052.

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ChatGPT is a chatbot with potential educational benefits, particularly in enhancing computational thinking (CT) proficiencies such as programming, debugging, and algorithmic thinking for students. Despite its promise, there is limited research on how ChatGPT can specifically support the integration of CT into mathematics education using tools like GeoGebra. The researchers implemented plugged-computational thinking in mathematics (Math+CT) lessons by means of the utilization of GeoGebra, an application that requires students to input commands in order to generate mathematical objects. The pres
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Elifas, Taimi Ndinelago, and Clement Simuja. "The pedagogical insights of mathematics teachers integrating artificial intelligence in rural upper primary schools of Namibia." Interdisciplinary Journal of Education Research 6 (October 6, 2024): 1–14. http://dx.doi.org/10.38140/ijer-2024.vol6.37.

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This paper presents a qualitative intervention study that explores the pedagogical experiences of mathematics teachers integrating Artificial Intelligence (AI) technologies into teaching mathematics in rural upper primary schools in Namibia. The Technological Pedagogical Content Knowledge (TPACK) framework, which intersects teachers’ understanding of technology integration with pedagogical techniques and subject matter knowledge, was adopted for the study. The research involved 13 mathematics teachers selected through purposive sampling. Data collection included two sharing circle discussions,
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Markelj, Mojca. "Uporaba CHATGPT pri pouku matematike." Revija Inovativna pedagogika 1, no. 2 (2025): 356–67. https://doi.org/10.63069/x20yay49.

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Pri pouku matematike občasno uporabljamo orodja umetne inteligence za razvoj digitalnih kompetenc. Nekatera so splošna (npr. ChatGPT), druga pa specializirana za matematiko (Geogebra, Photomath). V nalogi bomo predstavili, kako smo z uporabo ChatGPT v 6. in 9. razredu, kjer so učenci sestavljali besedilne naloge z množenjem in deljenjem decimalnih števil s potencami števila 10 ter enačbami, razvijali digitalni kompetenci 1.1. in 2.1. Zanimalo nas je poznavanje ChatGPT ter namen in pogostost uporabe. Preverjali smo tudi, ali poznajo še druga orodja umetne inteligence. Rezultati kažejo, da je ve
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Recio, Tomás, Carlos Ueno, and María Pilar Vélez. "A Computational Approach to the Perimeter-Area Inequality in a Triangle." Axioms 14, no. 1 (2025): 40. https://doi.org/10.3390/axioms14010040.

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This paper explores the application of automated reasoning tools, specifically those implemented in GeoGebra Discovery, to the perimeter-area inequality in triangles. Focusing on the computational complex and real algebraic geometry methods behind these tools, this study analyzes a geometric construction involving a triangle with arbitrary side lengths and area, investigating the automated derivation of the relationship between the area and perimeter of a triangle, and showing that only equilateral triangles satisfy the exact perimeter-area equality. The main contribution of this work is to de
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Conference papers on the topic "GeoGebra AI"

1

Vintere, Anna, Elena Safiulina, and Olga Panova. "AI-based mathematics learning platforms in undergraduate engineering studies: analyses of user experiences." In 23rd International Scientific Conference Engineering for Rural Development. Latvia University of Life Sciences and Technologies, Faculty of Engineering and Information Technologies, 2024. http://dx.doi.org/10.22616/erdev.2024.23.tf216.

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Artificial intelligence is becoming more popular between students in higher education helping students in finding answers faster and easier and augment the educational process. Although the educators usually consider artificial intelligence as a threat to educational processes, however artificial intelligence is a leap across creative and innovative thinking in various fields, including mathematics education. Several studies have shown that artificial intelligence allows students to develop and improve more mathematical skills and cognitive skills in learning. It can help students explore more
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