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Journal articles on the topic 'GeoGebra AI'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Mayangsari, Sizillia Noranda. "Sinergi Penggunaan Virtual Manipulative untuk Meningkatkan Motivasi Belajar Matematika." Likhitaprajna Jurnal Ilmiah Fakultas Keguruan dan Ilmu Pendidikan Universitas Wisnuwardhana 27, no. 1 (2025): 91–99. https://doi.org/10.37303/likhitaprajna.v27i1.412.

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Penelitian ini bertujuan untuk mensinergikan secara deskriptif bagaimana penggunaan virtual manipulative berbasis aplikasi Android dapat meningkatkan motivasi belajar matematika pada peserta didik SMA Negeri 6 Malang. Penelitian ini menggunakan desain penelitian kualitatif dengan mengumpulkan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa virtual manipulative dengan visualisasi grafik, seperti GeoGebra, Desmos, Algeo, AI Math, dan Mathway, dapat memberikan pengalaman belajar yang lebih interaktif dan menyenangkan bagi peserta didik. Peningkatan motivasi

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12

Khudazarov, Ravshan Saparovich. "USING ARTIFICIAL INTELLIGENCE IN MODELING MATHEMATICAL ACTIVITIES IN THE HIGHER EDUCATION SYSTEM AS A TOOL FOR CREATIVELY ORGANIZING THE EDUCATIONAL PROCESS." Multidisciplinary Journal of Science and Technology 5, no. 5 (2025): 1337–41. https://doi.org/10.5281/zenodo.15528134.

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 This scientific article explores the methods of using artificial intelligence (AI), a new computer system widely applied across various fields due to technological advancements, for modeling mathematical activities in the higher education system. Additionally, it provides insights into the potential of leveraging AI to transform the educational process from traditional (primitive) learning to a creative learning approach.<strong></strong>

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13

Tsai, Louis, and Cheng-Hua Tsai. "Using Mathematical Models and Extensions to Solve a Robot’s Equidistant Returning Path." Journal of Mathematics Research 16, no. 2 (2024): 71. http://dx.doi.org/10.5539/jmr.v16n2p71.

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The main purpose of this project is to study the Rusty the Robot problem where a robot travels equidistantly from the starting point back to the starting point. We mainly use mathematical models such as trigonometric functions, recursive sequences, and mathematical induction to explore, deduce and demonstrate findings, while using mathematical computer software for calculation and verification. In the beginning, Geogebra was used to explore the original question and allow us to obtain some properties and results. Then, the topic was extended and the relationship between the number of steps and

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14

Hamady, Saleem, Khaleel Mershad, and Bilal Jabakhanji. "Multi-version interactive assessment through the integration of GeoGebra with Moodle." Frontiers in Education 9 (September 10, 2024). http://dx.doi.org/10.3389/feduc.2024.1466128.

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AI systems are now capable of providing accurate solutions to questions presented in text format, causing a major problem in assessment integrity. To address this issue, interactive material can be integrated with the questions, preventing current AI systems from processing the requirements. This study proposes a novel approach that combines two important tools: GeoGebra and Moodle. GeoGebra is a widely used tool in schools and universities for creating dynamic and interactive material in the STEM field. On the other hand, Moodle is a popular learning management system with integrated tools ca

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15

Canonigo, Allan Mesa. "Levering AI to enhance students' conceptual understanding and confidence in mathematics." Journal of Computer Assisted Learning, September 13, 2024. http://dx.doi.org/10.1111/jcal.13065.

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AbstractMotivationThis research investigates the transformative impact of integrating AI into mathematics education, aiming to enhance students' conceptual understanding and self‐efficacy. It addresses the crucial need for innovative teaching methods in response to contemporary challenges in education and aims to fill gaps in understanding the potential drawbacks and benefits of AI implementation.ObjectivesThe primary goal of this study is to investigate the effects of AI tools, such as GeoGebra and ChatGPT, on students' conceptual understanding and self‐efficacy in a mathematics classroom set

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16

Saha, Arup Kumar. "Using Technology to Enhance Mathematics Education: The Impact of Tools like GeoGebra, Desmos, and AI-based Platforms." Educational Quest- An International Journal of Education and Applied Social Sciences 12, no. 3 (2021). https://doi.org/10.30954/2230-7311.3.2021.11.

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17

"Analysis of international experience in implementing Artificial Intelligence in the educational process." Scientia et Societus, February 16, 2025, 76–85. https://doi.org/10.69587/ss/1.2025.76.

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The relevance of this research lies in the rapid development of AI, which offers new opportunities for personalised learning, automated assessment, and improved teaching efficiency. However, it also presents challenges related to ethics, data privacy, algorithmic bias, and the potential decline in students’ critical thinking. This study aimed to analyse current trends in the application of Artificial Intelligence in education. The study employed methods of scientific literature analysis, comparative analysis of international experiences from the USA, Japan, China, and the EU, and generalisatio

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18

Rojas Bello, Rogel Rafael, María de Los Remedios Montero Lajara, Mariela Encarnación Sánchez, Lilian Massiel Novas Valdez, and Matilde Adames Peralta. "La inteligencia artificial en el aprendizaje de las aplicaciones de la derivada." AULA Revista de Humanidades y Ciencias Sociales 71, no. 2 (2025). https://doi.org/10.33413/aulahcs.2025.71i2.414.

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Artificial Intelligence (AI) is emerging as a revolutionary technological advancement with a significant impact on education, offering ample opportunities to facilitate the teaching and learning process, especially in areas such as mathematics. In particular, its implementation in the teaching of a fundamental subject such as derivatives and their applications represents an innovative strategy in teacher training. The general objective of this research was to analyze the influence of the integration of Artificial Intelligence in the teaching-learning process of derivation and its applications,

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19

Yuan, Zhiqiang, Xueting Zhong, Wenyen Huang, Zhiyi Li, Xin Tang, and Qi Tan. "GenAI-enabled microteaching lesson study: developing prospective secondary mathematics teachers’ TPACK in an online summer camp." International Journal for Lesson & Learning Studies, June 6, 2025. https://doi.org/10.1108/ijlls-11-2024-0273.

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PurposeThis study aims to explore the impact and mechanisms of an online summer camp incorporating generative AI (GenAI)-enabled microteaching lesson study on the technological pedagogical content knowledge (TPACK) of prospective secondary mathematics teachers (PSMTs).Design/methodology/approachA mixed-methods research approach was employed, with 21 PSMTs participating in a 9-day online summer camp that included two rounds of microteaching lesson study, expert lectures, plenary discussions, and group discussions. Data were collected using pre- and post-mathematics-specific TPACK scales, teachi

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