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Aguilar Pozo, María Belén, José Julio Oña Suntaxi, Noe Javier Salazar Anagumbla, Álex Heriberto Ortiz Tapía, and Wilmer Augusto Pillajo Pillajo. "Uso De Geogebra para Mejorar el Aprendizaje de la Trigonometría en el Décimo Grado." Ibero Ciencias - Revista Científica y Académica - ISSN 3072-7197 3, no. 1 (2024): 119–36. https://doi.org/10.63371/ic.v3.n1.a23.
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The study examined the impact of GeoGebra on trigonometry learning in tenth-grade students, comparing two groups: one with traditional instruction and another with GeoGebra. It was hypothesized that GeoGebra would significantly improve learning. A quantitative methodology was applied, using pretest and posttest assessments with 120 students divided into both groups. Statistical analyses such as ANOVA, correlation tests, and the Student's t-test were used to validate the hypothesis. The pretest results indicated that many students had limited mastery of both GeoGebra and trigonometric concepts. However, the posttest revealed significant progress in various areas for both groups, with the most notable improvement in the GeoGebra group. The comparative analysis between the groups showed significant differences in initial knowledge levels and greater progress in the GeoGebra group. The effect size, calculated using Cohen's d, showed a significant impact of GeoGebra on trigonometry learning. In conclusion, the study provided strong evidence supporting GeoGebra's effectiveness as a teaching tool in mathematics education, suggesting the importance of integrating innovative technologies to enhance students' understanding and performance in trigonometry and other related fields
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Iradukunda, Jean De Dieu, and Faustin Mugiraneza. "Effects of Geogebra use on the Academic Performance of Students in Mathematics in Public Secondary Schools in Rwanda." International Journal of Management and Development Studies 13, no. 9 (2024): 403–16. http://dx.doi.org/10.53983/ijmds.v13n9.027.
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This study examines the impact of GeoGebra, a dynamic mathematics software, on the academic performance of students in mathematics at a public secondary school in Nyaruguru District, Rwanda. Specifically, it explores GeoGebra’s use in mathematics, its effects on student performance, and the correlation between its usage and academic outcomes. A sample of 7,916 participants was surveyed, including 69 math teachers, 309 students, and three headteachers. Data were collected through questionnaires, interviews, and observations, using purposive, stratified, and simple random sampling. The study revealed that 87.4% of participants agreed that GeoGebra enhanced students’ mathematical problem-solving abilities, while 94.1% agreed that it improved class participation. Additionally, 89.9% noted improvement in mathematics exam and test performance, with 91.3% observing better homework completion rates. GeoGebra use correlated with higher test scores and increased engagement in mathematical analysis, including trigonometry, transformations, and equation-solving. Although correlations with some outcomes were statistically minor (p > 0.05), the tool consistently supported mathematical independence and exploration. GeoGebra’s interactive features, including graphs, charts, and 3D models, facilitate students’ understanding of complex concepts, fostering improved memory and problem-solving skills. It enables collaborative learning, which promotes critical thinking, and highlights real-world applications of mathematics, increasing engagement. Personalized feedback features allow students to progress at their own pace, suggesting GeoGebra as an effective tool for enhancing mathematical comprehension and performance in secondary education.
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Negros, Raymond C., Roel Victor O. Morales, Cresselyn Joy Villabeto, Dezerie B. Mendoza, Jepie N. Reyes, and Michael Jun M. Ponciano. "Integrating GeoGebra in Teaching Hyperbolic Geometry: Experiences and Insights of Math Majors in the New Normal." Journal of Education and Society 5, no. 1 (2024): 56–69. https://doi.org/10.5281/zenodo.13691788.
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To maintain high educational standards, technological advancements are integrated into classroom discussions, with GeoGebra being a prominent tool in mathematical teaching. This study explores how GeoGebra is utilized to teach hyperbolic geometry in an online learning environment. The research involved eight third-year students and one teacher participating in semi-structured interviews with open-ended questions. Using a descriptive study approach and thematic analysis, the study identified challenges faced by students in proving theorems and properties in hyperbolic geometry, primarily due to unfamiliarity with GeoGebra's features and the availability of necessary devices and resources. To address these issues, the researchers proposed an intervention model that includes providing a computer lab with GeoGebra installed, ensuring stable internet access, and restructuring lesson plans to effectively integrate GeoGebra into teaching. The researchers also recommended implementing these interventions in related course instruction to assess their effectiveness and contribution to enhancing the learning experience.
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Muñoz-Chávez, Cecilia Vianey, Luisa Ramírez-Granados, and Lilia Patricia Aké Tec. "Propuesta didáctica para favorecer el razonamiento algebraico a través de patrones figurales en GeoGebra." PädiUAQ 7, no. 14 (2024): 1–20. http://dx.doi.org/10.61820/puaq.v7i14.1180.
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This study's objective is to present a didactic proposal to promote algebraic reasoning in high school students working with GeoGebra. A qualitative methodology, design-based research, was used because of its foundation on three axes: didactic, mathematical, and technological. The design considers three stages: sequence selection, adaptation to a figural pattern and finally generation of the figural pattern in GeoGebra. As a result, design of activities related to figural patterns and their adaptation to GeoGebra's environment is presented. It is concluded that patterns turn out to be a tool to introduce school algebra since algebraic notation and notion of succession are related. In addition, using proposed software contributes teacher and student's approach to apply technology as a support tool for learning and teaching algebra.
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Paoletti, Teo, Ceire Monahan, and Madhavi Vishnubhotla. "Designing GeoGebra Applets to Maximize Student Engagement." Mathematics Teacher 110, no. 8 (2017): 628–30. http://dx.doi.org/10.5951/mathteacher.110.8.0628.
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GeoGebra is a free tool that has the potential to change both how and what we teach in mathematics. Geo-Gebra allows teachers and students to explore various mathematical ideas either through the full applet (https://www.geogebra.org/graphing) or by sharing applets via GeoGebra's Materials site (https://www.geogebra.org/materials/). It has many capabilities, including allowing students to graph functions, draw and change various geometric shapes, solve equations, and complete other algebraic procedures. Although all of these features make Geo-Gebra a potent tool, the full applet can be overwhelming to a novice user and can create distractions for students.
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Awaji, Bakri M., Ibrahim Khalil, and Amirah AL-Zahrani. "A Bibliometrics Study of Two Decades of Geogebra Research in Mathematics Education." Journal of Educational and Social Research 15, no. 1 (2025): 130. https://doi.org/10.36941/jesr-2025-0011.
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The GeoGebra software has gained considerable attention within the field of mathematics education due to its significance for both teaching and learning. This study aimed to examine the patterns and developments in research concerning the use of GeoGebra in mathematics education. Drawing on a bibliometric analysis of a corpus consisting of 340 journal articles sourced from the SCOPUS database from 2007 to 2023, and utilizing the VOSviewer tool, this paper presents an overview of the research landscape related to the applications of GeoGebra, highlighting prominent institutions, journals, and regions/countries. Moreover, the analysis disentangles the category network and synthesizes emerging trends and future research prospects pertaining to GeoGebra. The bibliometric analysis revealed that the articles focused on GeoGebra exhibit a clustered structure, with three distinct clusters reflecting varying degrees of interrelationships between terms. The first cluster predominantly explores the use of GeoGebra as an interactive tool for geometry learning and the integration of technology within the educational context. This indicates the tool's effectiveness in making abstract geometric concepts more concrete through interactive visualization and modeling. The second cluster concentrates on leveraging GeoGebra in mathematics teaching, particularly in areas such as technology integration, teacher training, and the design of innovative learning environments. GeoGebra positively influences teachers' instructional methods, with educators—both pre-service and in-service—viewing it as an effective tool for explaining concepts and addressing challenges that traditional methods may not resolve. The third cluster investigates the role of GeoGebra as a learning tool, particularly in the domains of problem-solving, learning achievement, and conceptual understanding. GeoGebra has proven effective in developing problem-solving skills and supporting real-world problem formulation. Students using GeoGebra exhibit greater strategic competence and comprehension compared to traditional methods. Turkey emerged as the most prolific country in terms of research production related to GeoGebra, while Universitas Pendidikan Indonesia, located in Bandung, Indonesia, was identified as the most productive institution. Received: 9 October 2024 / Accepted: 23 December 2024 / Published: 05 January 2025
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Thapa, Raju, Niroj Dahal, and Binod Prasad Pant. "GeoGebra Integration in High School Mathematics: An Experiential Exploration on Concepts of Circle." Mathematics Teaching Research Journal 14, no. 5 (2022): 16–33. https://doi.org/10.5281/zenodo.14878861.
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This paper is an outcome of using GeoGebra in Nepal's grade ten math curriculum (CDC, 2015). Based on a teaching experiment as one of the research methodologies (Dahal, 2019; Dahal et al., 2019; Dahal et al., 2022a), this paper provides students with active learning environments and the possibility of integrating GeoGebra as an ICT application by documenting the experiences, assessment procedures, emotions, and behaviors, as well as the learning process of eighteen secondary level students (ten boys and eight girls). In this regard, GeoGebra is a computer- and online-based application that teaches geometry, algebra, and statistics. GeoGebra's features could help students visualize abstract geometric concepts quickly, correctly, and effectively (Tamam & Dasari, 2021, Dahal et al., 2022a). Theoretically grounded on social constructivism, this paper informs that GeoGebra helps students recall and understand circle terminology, encourages engaged learning through group work, and promotes meaningful learning, conceptual learning, learner-centered teaching, and student motivation. The benefits of using GeoGebra to teach and learn the circle concepts are demonstrated in the experimental classes and reported in this paper. Students become more active builders of the mathematical knowledge of the circle while teaching/learning the concepts of the circle using GeoGebra. It is a crucial ICT tool for supporting innovative approaches to teaching and learning mathematics in the twenty-first century.
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Fanny Selfinta Perangin-angin and Yahfizham Yahfizham. "Studi Literatur: Penerapan Geogebra Terhadap Kemampuan Komunikasi Matematis Siswa." Konstanta : Jurnal Matematika dan Ilmu Pengetahuan Alam 2, no. 3 (2024): 82–92. https://doi.org/10.59581/konstanta.v2i3.3836.
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This study aims to explore the application of GeoGebra software in improving students' mathematical communication skills. GeoGebra, as a visualization and interactive tool, is considered to be able to help students understand mathematical concepts more deeply and effectively. This literature study collects and analyzes various studies that have been conducted on the use of GeoGebra at various levels of education, from elementary school to college. The results of the study show that the use of GeoGebra can improve students' mathematical communication skills, both in written and oral form. Students who use GeoGebra tend to have an easier time describing and explaining mathematical concepts, as well as being more actively involved in discussions and problem-solving. In addition, GeoGebra also helps to increase students' motivation to learn and provide a more enjoyable and meaningful learning experience. The conclusion of this study shows that GeoGebra is an effective tool to be used in mathematics learning to improve students' mathematical communication skills.
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Vásquez Bernal, Marco Vinicio. "GEOGEBRA: SOFTWARE QUE GENERA EQUIDAD SOCIAL." Revista Ingeniería, Matemáticas y Ciencias de la Información 11, no. 21 (2024): 117–20. http://dx.doi.org/10.21017/rimci.1027.
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GeoGebra, a free and versatile software that combines geometry, algebra, calculus and more, has become a powerful tool for educational innovation. Its dynamic use allows you to explore mathematical concepts creatively and encourageresearch at all educational levels. In Ecuador, the Ecuadorian Institute of GeoGebra, established at the National University of Education, has focused on improving the teaching and learning processes of mathematics using this tool. Research has shown that the proper use of GeoGebra promotes meaningful learning in students. However, many teachers still face difficulties in discovering the educational potential of ICT. It is crucial to change teaching methodologies to privilege the construction of knowledge and the development of logical reasoning, and GeoGebra is presented as an invaluable tool for this purpose. DOI: http://dx.doi.org/10.21017/rimci.2024.v11.n21.a157
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Zöchbauer, Johanna, Markus Hohenwarter, and Zsolt Lavicza. "Evaluating GeoGebra Classroom with Usability and User Experience Methods for Further Development." International Journal for Technology in Mathematics Education 28, no. 3 (2021): 183–91. http://dx.doi.org/10.1564/tme_v28.3.08.
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To further enhance its usability and better serve teachers’ needs a new connected classroom technology, called GeoGebra Classroom was developed. In this paper, we outline the results of the potential uses of GeoGebra Classroom in mathematics teaching and learning. In our Design Research study, we utilized the combination of educational research with usability and user experience methodologies. We designed mathematics lesson sequences for teachers and students with the GeoGebra Classroom tool and employed online worksheets for classroom explorations. These lesson sequences were video recorded, teachers’ dashboards screen recorded, and participants’ work with the tool observed. Furthermore, we collected data with usability and userexperience questionnaires, and these were evaluated and complemented with semi-structured user interviews. Besides outlining the results of this study, we present ideas on how to further the development of the GeoGebra Classroom online collaborative tool.
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Urazayeva, L. U., and N. V. Manyukova. "Using Geogebra in teaching Computer modeling." Mathematical structures and modeling, no. 4 (2022): 140–52. http://dx.doi.org/10.24147/2222-8772.2022.4.140-152.
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The paper discloses and describes the possibilities of using the GeoGebra software tool for organizing training in computer modeling. The software tool is free, has a web interface, but so far there is not enough literature on the use of the software product. The advantages of working with the program include the ability to create your own extensions of the program's capabilities, the development of algorithms for solving applied problems of mathematical modeling using this tool. The authors proposed possible solutions to typical modeling problems in the GeoGebra environment that were not previously described in the literature.
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Seftiana, Gina, Nurindah Lestari, Muhamad Galang Isnawan, and Muh Rusmayadi. "Utilization of GeoGebra software in mathematics learning: A Literature Systematic Review." Polyhedron International Journal in Mathematics Education 2, no. 1 (2024): 156–63. https://doi.org/10.59965/pijme.v2i1.95.
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The research aimed to investigate the utilization of GeoGebra software in mathematics education, focusing on how it is integrated into teaching and learning. Employing a systematic literature review method, this study synthesized findings from various academic sources. The results indicated several significant points regarding GeoGebra's application in education. First, GeoGebra software has been effectively used across various mathematical topics, including geometry, algebra, calculus, and other related areas. Its flexibility makes it a valuable tool for visualizing complex concepts and enhancing students' understanding. Second, the utilization of GeoGebra spans both high school and college levels, showing its wide acceptance in diverse educational settings. The software has proven beneficial for learners at different academic stages, allowing them to explore mathematical concepts interactively. Third, the use of GeoGebra has demonstrated positive impacts on students' learning outcomes. It enhances engagement, fosters better comprehension of abstract ideas, and significantly improves students' higher-order thinking skills, such as problem-solving, critical thinking, and creative reasoning. Furthermore, the study revealed that GeoGebra had been widely used in various regions of Indonesia, particularly in the western parts, indicating growing interest in integrating ICT tools in mathematics education. Teachers and educators in these regions have adopted the software to facilitate more dynamic and interactive learning environments. In conclusion, the findings of this study highlight the effectiveness of GeoGebra in improving students' learning outcomes and mathematical thinking skills. Its potential for fostering a deeper understanding of mathematics and enhancing cognitive abilities makes it a valuable resource for educators.
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N., Yermakova-Cherchenko. "USE OF ELECTRONIC TOOL GEOGEBRA IN SOLVING PHYSICS PROBLEMS." Information Technologies in Education, no. 50 (June 27, 2022): 7–18. http://dx.doi.org/10.14308/ite000753.
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Budinski, Natalija. "An Example how Geogebra can be Used as a Tool for STEM." International Journal for Technology in Mathematics Education 24, no. 3 (2017): 149–53. http://dx.doi.org/10.1564/tme_v24.3.07.
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In this paper we display an example of how educational software Geogebra can be used as a tool for the STEM education. Geogebra is used in the process of introducing students in high school to mathematical models of materials science. Scientific results from materials science experiments were used for mathematical modelling and learning about the properties of mathematical functions.
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Hara, Tomoki, and Kazushi Ahara. "On Materials Which Allow Students to Find Out Mathematical Propositions Using Snapping on GeoGebra." International Journal for Technology in Mathematics Education 27, no. 1 (2020): 13–17. http://dx.doi.org/10.1564/tme_v27.1.02.
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GeoGebra is the most well-known Dynamic Geometry Application (DGA) in the world. Many researchers are interested in GeoGebra as a tool to make interactive mathematics resources. Here we focus on a snapping function in GeoGebra, which is a kind of general feature of DGA: the mouse cursor is attracted to a specific position or a specific object and it looks like magnetic attraction. Snapping to a lattice point is originally implemented in GeoGebra. Some examples of extended snapping function are introduced in GeoGebra Material platform. The goal of this paper is to argue the effectiveness of snapping function in GeoGebra from the viewpoint of making educational materials. We propose some positive examples of resources with snapping functions. We also use GeoGebra resources both with and without snapping functions, and report the results of questionnaires about these materials in a class of a simulated lesson.
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Kovács, Zoltán, Tomás Recio, and M. Pilar Vélez. "Automated reasoning tools in GeoGebra discovery." ACM Communications in Computer Algebra 55, no. 2 (2021): 39–43. http://dx.doi.org/10.1145/3493492.3493495.
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We present some current achievements in the software package GeoGebra Discovery that provides several symbolic tools and commands to mechanically discover (and verify symbolically) relationships on planar geometry constructions. Our presentation includes the novel Discover tool and command, the Relation tool and command, and the Compare command. Our proposal successfully makes the cycle 'conjecturing-checking-proving' in elementary geometry even more accessible for general users, focusing not only on educational uses but research as well.
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Vágová, Renáta, and Mária Kmetová. "GeoGebra as a Tool to Improve Visual Image." Acta Didactica Napocensia 12, no. 2 (2019): 225–37. http://dx.doi.org/10.24193/adn.12.2.18.
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Strayer, Jeremy F., and Amdeberhan Tessema. "Using GeoGebra to Help Students Understand the Inverse Cosine Function." Mathematics Teacher 111, no. 3 (2017): 227–31. http://dx.doi.org/10.5951/mathteacher.111.3.0227.
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GeoGebra is an extremely powerful tool for mathematics teaching and learning. In this article, we share how to create a GeoGebra worksheet that can be used to display dynamically changing quantities. This worksheet can support students as they make meaning of the inverse cosine function.
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Scheiber, Ernest. "v." SERIES III - MATEMATICS INFORMATICS PHYSICS 1(63), no. 2 (2022): 139–48. http://dx.doi.org/10.31926/but.mif.2021.1.63.2.12.
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In GeoGebra, the development method based on programming for geometry is exempli ed by solving some Apollonius problems. For each problem we review the method used to build a GeoGebra tool and we reproduce the code. Finally, we indicate findings to facilitate the use of this approach.
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Uwurukundo, Marie Sagesse, Jean François Maniraho, and Michael Tusiime. "Enhancing Students’ Attitudes in Learning 3-Dimension Geometry using GeoGebra." International Journal of Learning, Teaching and Educational Research 21, no. 6 (2022): 286–303. http://dx.doi.org/10.26803/ijlter.21.6.17.
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Using technology for learning geometry has been found to have a positive impact on students’ skills and attitudes. GeoGebra software is effective in encouraging teachers to employ technology as a supporting tool to improve student potential in their learning of mathematics. However, GeoGebra software has not yet been formally introduced into the teaching and learning of mathematics in Rwanda. This research aimed to ascertain Rwandan upper secondary school students’ attitudes when learning geometry with GeoGebra. A total of 84 participants from four schools were purposively sampled and categorized into two quasi-experimental design groups. A group of 44 students was the control group, and 40 students formed an experimental group. Attitude scales were administered to both groups pre and post intervention. Students in the control group were taught geometry in the traditional way, and students in the experimental group studied 3D geometry using GeoGebra software as a supporting tool. To collect data, we used a standardized attitude scale. The results reveal a statistically significant difference between the groups and, therefore, confirm the effectiveness of GeoGebra in improving students' attitudes when learning 3-D geometry. However, a correlation analysis did not find a high correlation between students' performance and attitude. Based on the results, the researchers recommended integrating GeoGebra software at different levels of education in Rwanda, in mathematics curricula generally, and in geometry in particular.
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Batiibwe, Marjorie Sarah Kabuye. "Integration of GeoGebra in Learning Mathematics: Benefits and Challenges." East African Journal of Education Studies 7, no. 4 (2024): 684–97. http://dx.doi.org/10.37284/eajes.7.4.2454.
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Technology is recognized as a vital component of modern society, making it essential for education to incorporate various technological aspects into the teaching and learning of mathematics. GeoGebra is a valuable tool that has gained attention, which enhances mathematics instruction, particularly in areas like geometry, algebra, and statistics. However, there is limited understanding of the benefits and challenges associated with using GeoGebra in mathematics instruction. Therefore, the purpose of this paper was to review existing literature on the benefits and challenges of integrating GeoGebra in a mathematics classroom. Data were collected through a documentary review and to this effect, 53 articles from four databases namely ERIC, Scopus, JSTOR, and ProQuest were reviewed. After analyzing the data through content analysis and categorization, the results revealed that GeoGebra: demystifies mathematical concepts for learners; improves learners' mathematical abilities and representation skills; enhances students’ active construction of knowledge; boosts students’ mathematical achievement; improves students’ attitudes and perceptions toward mathematics learning; empowers students to visualize abstract mathematical concepts; creates an enjoyable learning environment; and fosters the development of 21st-century skills among learners. Nevertheless, the integration of GeoGebra in mathematics instruction presents several challenges. These include teachers' lack of proficiency in using ICT, insufficient training in ICT, limited access to technological equipment, inadequate guidance on interpreting GeoGebra outputs, a high student-to-teacher ratio, and time constraints. Despite the many benefits of GeoGebra, teachers must receive adequate training to equip them with the knowledge and skills necessary to effectively integrate this tool into their teaching and learning of mathematics
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Subakti, Mega Prana, and Tanti Listiani. "PENGGUNAAN GEOGEBRA DALAM MENGEMBANGKAN KEMAMPUAN VISUAL THINKING MATEMATIS SISWA PADA PEMBELAJARAN MATEMATIKA SECARA DARING [USING GEOGEBRA TO DEVELOP STUDENTS’ MATHEMATICAL VISUAL THINKING ABILITY IN ONLINE MATHEMATICS LEARNING]." JOHME: Journal of Holistic Mathematics Education 6, no. 2 (2022): 157. http://dx.doi.org/10.19166/johme.v6i2.2823.
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<p>Mathematics is a subject which uses mathematical symbols, such as numbers and graphs, that some students find difficult to learn. To understand it, mathematical visual thinking skills are needed. In one of the schools in Kupang, the students’ mathematical visual thinking ability is low. Many students cannot represent problems with mathematical symbols. To solve this, the teacher uses GeoGebra as a teaching aid. GeoGebra is a software program that has many advantages as a tool for learning mathematics. GeoGebra can be used effectively with the various features it has. The purpose of this research is to describe how to use GeoGebra and what features can be used in GeoGebra to develop mathematical visual thinking abilities. This research was conducted in grade 10 at one of the schools in the city of Kupang. The method of this reseacrh is qualitative descriptive. The result of this research is that there are several GeoGebra features that can help learning, including point, line, algebra input, and pen. These features can be used easily by just clicking on or writing according to the instructions on the GeoGebra page. The implication of this research is that teachers still have to teach students how to use this tool wisely so that its advantages can be maximally utilized, moreover, they can glorify God through using GeoGebra. The conclusion is that GeoGebra is a tool that can help in developing mathematical visual thinking abilities because its features can enable indicators of mathematical visual thinking abilities.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Matematika merupakan mata pelajaran yang identik dengan simbol-simbol matematis seperti angka-angka hingga grafik-grafik yang bisa membuat siswa merasa kesulitan. Untuk memahaminya, dibutuhkan kemampuan <em>visual thinking </em>matematis. Namun masalah yang terjadi pada salah satu sekolah di Kupang, kemampuan <em>visual thinking </em>matematis siswa masih kurang. Banyak dari siswa yang tidak bisa merepresentasikan persoalan-persoalan ke dalam simbol matematis. Untuk memecahkan masalah tersebut, guru menggunakan GeoGebra<em> </em>sebagai media pembelajaran. GeoGebra<em> </em>merupakan aplikasi yang punya banyak kelebihan dalam membantu pembelajaran matematika. GeoGebra<em> </em>dapat digunakan secara efektif dengan berbagai fitur yang dimilikinya. Tujuan penulisan ini adalah untuk mendeskripsikan bagaimana cara menggunakan GeoGebra dan apa saja fitur yang dapat digunakan dalam GeoGebra untuk mengembangkan kemampuan <em>visual thinking</em> matematis.Penelitian ini dilakukan di kelas X pada salah satu sekolah yang ada di kota Kupang Penulisan ini menggunakan metode deskriptif kualitatif. Hasil penulisan ini adalah ada beberapa fitur-fitur yang dapat membantu pembelajaran, di antaranya adalah <em>point, line, input algebra</em>, dan <em>pen.</em> Implikasi penelitian ini yaitu guru tetap harus mengajarkan kepada siswa agar dapat menggunakannya dengan bijak sehingga dapat dimanfaatkan secara maksimal, bahkan dapat memuliakan Allah melalui GeoGebra. Kesimpulannya adalah GeoGebra<em> </em>merupakan alat yang dapat membantu dalam mengembangkan kemampuan <em>visual thinking </em>matematis, karena fitur yang dimilikinya dapat mengampu setiap indikator <em>visual thinking </em>matematis.</p>
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Saralar-Aras, Ipek. "An Exploration of Middle School Mathematics Teachers’ Beliefs and Goals Regarding a Dynamic Tool in Mathematics Lessons: Case of GeoGebra." Journal of Research in Science, Mathematics and Technology Education 5, SI (2022): 41–63. http://dx.doi.org/10.31756/jrsmte.113si.
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Currently, teaching with technology has become crucial. This case study investigated the beliefs and goals of four middle school mathematics teachers regarding a dynamic mathematics software: GeoGebra. The participants of the study were four mathematics teachers working in public middle schools in Turkey. The data was collected through semi-structured interviews, lesson observations and perceived technology, pedagogy and content knowledge surveys. Data analysis revealed a consensus on GeoGebra’s usefulness in teaching units that link geometry and algebra. Most of the participants integrated GeoGebra to provide students with an explorative environment in which students were supported with feedback. Teachers’ goals of using the software were found to be providing visual representations, facilitating students’ learning, increasing students’ engagement, as well as decreasing their workload and saving time. Moreover, teachers listed several challenges such as classroom management and lesson planning. Despite the challenges they faced, teachers were willing to integrate the software into their lessons. Therefore, complementary workshops were seemed to be necessary to overcome these challenges. These workshops might aim at providing the necessary 21st-century competencies for mathematics teachers to integrate the software into their lessons effectively.
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Lopes, Jozinei Ferreira, Jaciara Marinho Lopes, Daniele Pantoja Monteiro, et al. "Exploring geometry with the help of technological resources in a school in the amazon floodplains." Cuadernos de Educación y Desarrollo 16, no. 2 (2024): e3347. http://dx.doi.org/10.55905/cuadv16n2-037.
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The study dealt with the implementation of a pedagogical project for teaching Plane and Spatial Geometry in the 9th grade of Elementary School II, using the GeoGebra application as an innovative teaching tool. The project aimed to overcome challenges perceived in the traditional teaching of Geometry, seeking to integrate concepts in a contextualized and motivating way. The theoretical framework highlights the importance of innovative approaches, the contextualization of Geometry throughout history and the use of technological resources to enhance learning. The methodology adopted is predominantly qualitative, involving action and participatory research. The project was carried out at the São Jose Municipal School, located in a floodplain area in the municipality of Santarém, west of Pará. GeoGebra was introduced as a practical tool for exploring geometric entities, solids and figures, providing a visual and interactive approach. Analysis of the results reveals a significant improvement in the students' understanding and attitude towards geometry after the GeoGebra intervention. However, important considerations are pointed out, such as the need for adequate technological infrastructure and ongoing teacher training to maximize the impact of these initiatives. The study highlights the effectiveness of GeoGebra as a pedagogical tool for overcoming perceived challenges and promoting a more positive and contextualized view of the subject.
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Rahman, Muhammad, Abdurahman Hamid, and Asmaun Asmaun. "Enhancing Students' Strategic Competence with GeoGebra and Productive Disposition: Elevating Mathematics Learning in the Digital Age." International Journal of Education in Mathematics, Science and Technology 13, no. 4 (2025): 930–46. https://doi.org/10.46328/ijemst.4923.
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This research aims to explore both the individual and combined relationships between the use of GeoGebra and productive disposition with students' strategic competence. The use of GeoGebra involves teacher-led activities designed to assist students in managing and engaging with learning, serving as a tool to enhance mathematics learning outcomes. Productive disposition is a personal trait that influences how individuals think and act when solving problems. Meanwhile, strategic competence refers to students' ability to recall, comprehend, apply, analyze, and evaluate strategies for understanding, representing, and solving mathematical problems. A quantitative approach is utilized in this study, employing survey methods and correlational analysis. The research population consists of 240 tenth-grade students, from which a sample of 150 students was selected. Data collection instruments include questionnaires on GeoGebra utilization, productive disposition, and tests measuring strategic competence. The data analysis techniques encompass descriptive analysis, prerequisite testing, and hypothesis testing. The findings reveal several significant insights: (1) a positive and significant relationship exists between GeoGebra utilization and students' strategic competence; (2) productive disposition also demonstrates a positive and significant correlation with strategic competence; (3) however, there is no significant simultaneous relationship between GeoGebra utilization and productive disposition with students' strategic competence. These results highlight the need for effective integration in mathematics instruction. GeoGebra should be leveraged as a tool to foster problem-solving strategies, while productive disposition should encourage deeper exploration and reflection on problem-solving approaches.
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Kuchkarova, A. S. "RAQAMLI MUHITDA TA'LIMNI TASHKIL ETISH: INTERFAOL YONDASHUVLAR VA AKTNING DIDAKTIK TAMOYILLARI GEOGEBRA MISOLIDA." Universal International Scientific Journal 1, no. 9 (2024): 52–56. https://doi.org/10.69891/3060-4540.2024.88.88.001.
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Ushbu maqolada raqamli muhitda ta'limni tashkil etish, interfaol yondashuvlar va AKT ning didaktik tamoyillari GeoGebra dasturi misolida ko‘rib chiqiladi. GeoGebra dasturi matematikani o‘rganishda interfaol va vizual usullarni taqdim etadigan kuchli vosita sifatida, o‘quvchilarga nafaqat nazariy bilimlarni, balki amaliy ko‘nikmalarni ham egallashga yordam beradi. Zamonaviy ta'lim tizimi, ayniqsa, geografiya, algebra va geometriya kabi sohalarda GeoGebra dasturidan foydalanish orqali o‘quvchilarni ilmiy fikrlashga, ijtimoiy va akademik faoliyatga jalb etishga imkon beradi. В данной статье рассматривается организация образовательного процесса в цифровой среде, интерактивные подходы и дидактические принципы применения информационно-коммуникационных технологий (ИКТ) на примере программы GeoGebra. Программа GeoGebra является мощным инструментом, предоставляющим интерактивные и визуальные методы изучения математики, что помогает учащимся овладевать не только теоретическими знаниями, но и практическими навыками. Современная система образования, особенно в таких областях, как география, алгебра и геометрия, благодаря использованию программы GeoGebra позволяет вовлекать учащихся в научное мышление, социальную и академическую деятельность. This article examines the organization of education in the digital environment, interactive approaches, and the didactic principles of applying information and communication technologies (ICT) through the example of the GeoGebra software. GeoGebra is a powerful tool offering interactive and visual methods for studying mathematics, enabling students to acquire not only theoretical knowledge but also practical skills. The modern education system, particularly in areas such as geography, algebra, and geometry, leverages GeoGebra to engage students in scientific thinking and foster their participation in social and academic activities.
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Mensah, Patrick Akwasi Anamuah, Bismark Ansu, Ishmael Besing Karadaar, and Joseph Gurah junior. "GeoGebra as a Tool for Improving Mathematics Instruction and Learning by Ghanaian Teachers." American Journal of Education and Technology 2, no. 2 (2023): 69–75. http://dx.doi.org/10.54536/ajet.v2i2.1586.
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This study is mainly about using GeoGebra as a tool for improving mathematics instruction and learning by Ghanaian teachers. The quantitative method was employed for the study and the descriptive statistics of the study were the mean, standard deviation, percentages, and frequencies were used. Two-way analysis of variance (ANOVA) was used in answering the Hypothesis test. The sample size for the study comprised 10 junior high schools and 13 primary schools. A total of 74 samples made of mathematics teachers were used of which 40 were junior high teachers and 34 were primary school teachers. A questionnaire with 10 questions/items with 4 options or 4 Likert scales for each was used in measuring the use of GeoGebra as a tool to improve mathematics instructions or learning by Ghanaian teachers (primary teachers and junior high school teachers). The study indicated that teachers believe that GeoGebra could effectively improve mathematics instruction and learning in the classroom. It also showed that teachers are ready to learn and adopt the use of technology (ICT) in their lesson delivery.
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Zengin, Yılmaz. "From a Neglected Concept to the Construction of Dynamic Connections Between Precise Definitions of the Limit Concept Using GeoGebra." International Journal for Technology in Mathematics Education 30, no. 1 (2023): 19–36. http://dx.doi.org/10.1564/tme_v30.1.2.
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This study explores university students' understanding of the relationships between formal definitions of the limit of a function and the limit of a sequence in terms of the accumulation point in a technology-enhanced collaborative learning environment. The participants of this study are 17 prospective mathematics teachers. The data are collected with scripting tasks, researcher notes related to questions and comments during the teaching experiment, and GeoGebra files. The teaching experiment — integration GeoGebra into the collaborative learning, scientific debate, and selfreflection stages which help the participants acquire a cultural semiotic system — is here used also to analyse how this integration method can support the dynamic connections between the limit of a sequence and the limit of a function at a point. The data show that most participants cannot understand the role of accumulation point in the construction of the connection between formal definitions of the limit of a function and the limit of a sequence. Their mathematical organization is based on the algebra of limits; however, in this teaching experiment, the use of GeoGebra's tool (such as slider tool and dragging tool) as semiotic mediators and argumentation process in teamwork and debate stages as semiotic mediation can encourage participants to make dynamic connections among the accumulation point, the limit of a sequence, and the limit of a function at a point.
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Salsanabila, Maulina Fakhrunnisa, Dian Endang Lestari, and Dela Yulanda Sari. "Geogebra As A 21st Century Learning Tool: A Systematic Literature Review." Jurnal Ilmiah Profesi Pendidikan 9, no. 2 (2024): 989–96. http://dx.doi.org/10.29303/jipp.v9i2.2191.
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Learning in the 21st century requires the use of media in learning which results in new desires and interests, increases motivation and stimulation in learning, and even has a psychological effect on students. Technology-based learning media can make learning more interesting, because the use of appropriate media can help convey material abstractly, so that students can more easily understand the material. The existence of technology in learning mathematics helps students in understanding mathematical concepts. One form of math learning media is GeoGebra. This study aims to analyze the distribution of education levels, materials, and 21st century skills that are most often used in the application of the GeoGebra application as a 21st Century Mathematics learning media. The research method used was systematic literature review. The research subjects were 33 journal articles obtained from the Scopus, Google Scholars, ScienceDirect, Springer, ResearchGate, OJS (Open Journal System), and Eric databases in the last 7 years. The results showed that the study of 21st century geogebra increased in 2020 and the peak occurred in 2022 with the research method used dominated by quasi-experiments. In addition, the junior high school education level, geometry transformation material and analytic geometry of the field, as well as creative thinking skills become the most dominating and widely conducted research.
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Octariani, Dhia, and Isnaini Halimah Rambe. "PENGEMBANGAN BAHAN AJAR BERBASIS PROJECT BASED LEARNING BERBANTUAN SOFTWARE GEOGEBRA." MES: Journal of Mathematics Education and Science 4, no. 1 (2018): 16–21. http://dx.doi.org/10.30743/mes.v4i1.864.
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Abstract. This research is a learning device development research that will be used in learning with the Project based Learning (PjBL) model with the help of technology, in this case using Geogebra software. Geogebra Software is a dynamic mathematical software that combines geometry, algebra and calculus can be used as a tool in mathematical learning. Geogebra is a special mathematical program that can be used as a medium for learning mathematics. This research was conducted in one of the high schools in Deli Serdang Regency. Development of learning is done gradually in accordance with step 4D, then the researchers simplify the changing of the four stages (4D) into three stages (3D) is defining, designing, and development.Keywords: Teaching Materials, Project Based Learning (PjBL), Geogebra Software
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Hedi, Hedi, Ahmad Deni Mulyadi, Anny Suryani, Agus Binarto, and Farida Agoes. "The development of two-variable function derivative learning using Geogebra." International Journal of Trends in Mathematics Education Research 6, no. 3 (2023): 237–42. http://dx.doi.org/10.33122/ijtmer.v6i3.233.
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Mathematics learning model using GeoGebra software has become a handy tool in teaching mathematical concepts and applications. Students can conduct experiments and explore mathematical concepts in an interactive and fun way with GeoGebra software. Using GeoGebra in learning mathematics of two-variable functions can increase students' understanding on the topic discussed, strengthen mathematical computational and visualization skills, and motivate them to know more and better complex mathematical concepts. From this perspective, this study aims to know the impact of using GeoGebra on students' understanding of the derivative of a function of two variables. Furthermore, this study was conducted on two groups of students, namely the control group (not using GeoGebra) of 53 students and the experimental group (using GeoGebra) consisting of 50 students. Based on these results descriptively students in the experimental group have higher scores on the assessment of skills in determining partial derivatives and their application. Statistically, there is a difference between the experimental and control groups in understanding the function of the derivative of the two variables.
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Arnal-Palacián, Mónica, Miguel Ángel Baeza, and Javier Claros-Mellado. "Quadratic Functions Representation: Pencil and Paper vs GeoGebra." International Journal for Technology in Mathematics Education 29, no. 3 (2022): 165–78. http://dx.doi.org/10.1564/tme_v29.3.04.
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The aim of this research is to advance in the teaching-learning process of representing quadratic functions, both with pencil and paper and with a technological tool. For this purpose, a didactic experience is presented. Firstly, it is explained in the traditional way how to graph a quadratic function; secondly, students are introduced to the GeoGebra software. It provides a categorization of the different errors and difficulties of the students, the comparison between a graphic representation with paper and pencil and a representation with GeoGebra, and the improvement with the technological tool.
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Ruslau, Maria Fransina Veronica, Oswaldus Dadi, and Nurlianti. "The impact of GeoGebra AR on students' geometric thinking based on Van Hiele theory." Journal of Honai Math 8, no. 1 (2025): 115–28. https://doi.org/10.30862/jhm.v8i1.871.
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Traditional instructional approaches to teaching three-dimensional (3D) geometric shapes are often ineffective in promoting student engagement and deep conceptual understanding of geometric principles. This study investigates the integration of GeoGebra Augmented Reality (AR) as an innovative pedagogical tool for the enhancement of 3D geometry instruction and assesses its effectiveness in developing students' geometric thinking, based on Van Hiele’s theoretical framework. A series of interactive learning lessons facilitated students interactive with 3D models and dynamic simulations, aimed at fostering more robust conceptual understanding. The research employed a one-group pretest-posttest design involving 60 secondary school students who participated in geometry learning using GeoGebra AR. Data were collected through a geometric thinking test and categorized according to Van Hiele’s level taxonomy. Statistical analysis using the Wilcoxon signed-rank test revealed a significant improvement in students' geometric thinking levels following the intervention (p < 0.05), leading to the rejection of the null hypothesis. These findings provide empirical support for the effectiveness of GeoGebra AR in advancing students’ Van Hiele levels and enhancing their comprehension of geometric concepts. These results highlight the potential of GeoGebra AR as a pedagogically valuable tool for supporting students’ cognitive development in geometry and increasing their engagement in mathematics learning. Further investigations are recommended to examine the long-term impacts of GeoGebra AR across diverse educational contexts and demographic settings.
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Dahal, Niroj, Binod Prasad Pant, Indra Mani Shrestha, and Netra Kumar Manandhar. "Use of GeoGebra in Teaching and Learning Geometric Transformation in School Mathematics." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 08 (2022): 65–78. http://dx.doi.org/10.3991/ijim.v16i08.29575.
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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 were aided in visualizing abstract concepts of change by using relevant images, photos, and animations of GeoGebra-created objects. The findings of a classroom experiment are GeoGebra is an easy-to-use application, GeoGebra allows for discovery learning, GeoGebra encourages collaborative learning, and GeoGebra to visualize geometric transformations. Likewise, GeoGebra aids in the teaching and comprehension of abstract transformation concepts. These findings show how students can develop into active knowledge builders when GeoGebra is used in mathematics classes. They also communicate with one another, keep track of the change process, and respect their instructors' authority in such classes. It is an important instructional tool that supports the educational system's transition from a teacher-centered to a learner-centered approach by complementing the traditional lecture method of teaching mathematics.
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Dahal, Niroj, Binod Prasad Pant, Indra Mani Shrestha, and Netra Kumar Manandhar. "Use of GeoGebra in Teaching and Learning Geometric Transformation in School Mathematics." International Journal of Interactive Mobile Technologies (iJIM) 16, no. 08 (2022): 65–78. http://dx.doi.org/10.3991/ijim.v16i08.29575.
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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 were aided in visualizing abstract concepts of change by using relevant images, photos, and animations of GeoGebra-created objects. The findings of a classroom experiment are GeoGebra is an easy-to-use application, GeoGebra allows for discovery learning, GeoGebra encourages collaborative learning, and GeoGebra to visualize geometric transformations. Likewise, GeoGebra aids in the teaching and comprehension of abstract transformation concepts. These findings show how students can develop into active knowledge builders when GeoGebra is used in mathematics classes. They also communicate with one another, keep track of the change process, and respect their instructors' authority in such classes. It is an important instructional tool that supports the educational system's transition from a teacher-centered to a learner-centered approach by complementing the traditional lecture method of teaching mathematics.
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Reis, Zerrin Ayvaz, and Sebnem Ozdemir. "Using Geogebra as an information technology tool: parabola teaching." Procedia - Social and Behavioral Sciences 9 (2010): 565–72. http://dx.doi.org/10.1016/j.sbspro.2010.12.198.
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Okumus, Samet, and Gülay Bozkurt. "Prospective Mathematics Teachers’ Use of the Angle Tool in GeoGebra in a Geometric Construction Task." International Journal for Technology in Mathematics Education 29, no. 2 (2022): 77–86. http://dx.doi.org/10.1564/tme_v29.2.02.
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This case study investigates prospective middle school mathematics teachers’ use of the Angle tool in GeoGebra, focusing on reflex angles in a geometric construction task. They constructed a parallelogram with individual heights for any two consecutive sides. We analyzed their screencasts to identify the ways in which they used reflex angles in GeoGebra. The results indicated that most participants concealed reflex angles in their geometric constructions. They most often showcased the ways in which reflex angles were eliminated utilizing software operations (e.g., keeping angles between 0° and 180°). Implications for future research are provided.
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Purnomo, Joko. "Kebermanfaatan Penggunaan Geogebra dalam Pembelajaran Matematika." Idealmathedu: Indonesian Digital Journal of Mathematics and Education 8, no. 1 (2021): 9–22. http://dx.doi.org/10.53717/idealmathedu.v8i1.211.
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The use of Information and Communication Technologies (ICT) in a variety of educational activities creates lots of conveniences, increases effectiveness and efficiency. It is believed that the use of ICT in the educational process makes learning more interesting, enables explaining the concept more clearly, foster creativity, collaborative skills and many more. Due to the fact that the students are millennial generation, who is quite familiar with ICT in their daily life, the use of ICT is important. In learning mathematics, GeoGebra which is dynamic open source software can be used as a teaching and learning tool for mathematics. However, some are still unaware of the benefits of using GeoGebra to learn mathematics. This article discusses the various benefits of using GeoGebra in mathematics teaching and learning, and several studies that support it. The advantages of using GeoGebra in mathematics teaching and learning are as follows: GeoGebra might be used to demonstrate or visualize mathematical concepts, as well as a means of constructing mathematical concepts. The use of GeoGebra in mathematics learning can foster mathematical reasoning, creativity, support collaboration, involve students more in the learning process. And, the more involved, more effective and efficient the learning is.
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Hudu, Alhassan, Dennis Offei Kwakye, Christopher Saaha Bornaa, Kwesi Amanyi Churcher, and Stephen Atepor. "Students’ Performance and ICT Capabilities in Quadratic Functions Using GeoGebra." European Journal of Theoretical and Applied Sciences 2, no. 1 (2024): 219–31. http://dx.doi.org/10.59324/ejtas.2024.2(1).16.
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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.
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Alhassan, Hudu, Offei Kwakye Dennis, Saaha Bornaa Christopher, Amanyi Churcher Kwesi, and Atepor Stephen. "Students' Performance and ICT Capabilities in Quadratic Functions Using GeoGebra." European Journal of Theoretical and Applied Sciences 2, no. 1 (2024): 219–31. https://doi.org/10.59324/ejtas.2024.2(1).16.
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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.
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Sousa, Renata Teófilo de, Francisco Régis Vieira Alves, and Ana Paula Florêncio Aires. "Rubik’s cube and GeoGebra: a visual exploration of permutation groups." Revista do Instituto GeoGebra Internacional de São Paulo 13, no. 3 (2024): 027–44. http://dx.doi.org/10.23925/2237-9657.2024.v13i3p027-044.
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This article aims to use the construction of the Rubik’s Cube in GeoGebra as a primary tool for visualization and manipulation in the teaching of permutation groups in Abstract Algebra. We bring a brief discussion about the concept of group, aspects of the Rubik's cube, the Rubik’s group as a group of permutations and possibilities for its exploration in GeoGebra. Based on this study, we recognize the potential to delve into permutation groups in Abstract Algebra through a visual interface that associates their properties with a tangible and manipulable object. Additionally, there is the potential for simulating their movements using Dynamic Geometry software, such as GeoGebra.
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Dian Ayu Larasati, Agung Dwi Bahtiar El Rizaq, Sujatno, and Sea Thearith. "AN ANALYSIS OF PROBLEM SOLVING ABILITY IN SOCIAL STUDIES SUBJECT USING PROBLEM BASED LEARNING MODEL." International Journal of Geography, Social, and Multicultural Education 2, no. 3 (2025): 9–20. https://doi.org/10.26740/ijgsme.v2n3.p9-20.
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This research aims to compare problem solving skills taught through Problem Based Learning with direct learning using Geogebra software. This research is a type of quasi-experimental research. All participants in this research were class VIII students at SMP Negeri 11 Surabaya. The description test with ten questions is a research tool used to assess problem solving skills. The research used Covariance Analysis (Anacova), inferential analysis of the data was carried out. The research results show that students who use the problem-based learning model with GeoGebra software have better problem solving abilities compared to students who use the direct learning model with GeoGebra software
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Picaza, Rholey R., Christie Jean V. Ganiera, and Jerven Bregaño. "Effects of GeoGebra application on the performance of college students in Geometry." Davao Research Journal 15, no. 3 (2024): 20–32. http://dx.doi.org/10.59120/drj.v15i3.227.
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In this quantitative research study, the impact of GeoGebra application as a pedagogical strategy on mathematics achievement in geometry was examined among 60 participants from two sections of students at Davao De Oro State College, Maragusan Branch. The experimental group, which received traditional teaching integrated with GeoGebra, demonstrated a significant improvement in trigonometry performance, with a mean gain score of 5.71, categorized as “Low.” In contrast, the control group, following a traditional approach, exhibited a more modest gain score of 1.56, categorized as “Very low.” A test of significant difference revealed no statistically significant disparities in pre-test scores between the two groups, emphasizing group equivalency before the GeoGebra intervention. The findings underscore the potential of GeoGebra application as an effective tool for enhancing trigonometry education and have implications for students, instructors, administrators, and future researchers in the field.
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Carriazo-Regino, Yulieth, Dougglas Hurtado-Carmona, and Andrés Bermudez-Quintero. "Improving trigonometric competency with GeoGebra: a quasi-experimental study in a high school." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 2876. http://dx.doi.org/10.11591/ijere.v13i5.28995.
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<span lang="EN-US">This quasi-experimental study examines the efficacy of GeoGebra in enhancing trigonometric competence among tenth-grade students in Montería, Colombia. Comparing an experimental group that used GeoGebra with a control group receiving traditional teaching, key competencies such as reasoning and argumentation, communication, representation and modeling, and problem posing and solving were evaluated. Pre-intervention results showed that 88.19% of students in the experimental group had insufficient performance in reasoning and argumentation. After the implementation of GeoGebra, this figure decreased to 5.5%. In competencies of communication, representation, and modeling, the insufficient performance reduced from 85.7% to 5.5%, and in problem posing and solving, from 80.3% to 5.7%. These significant improvements demonstrate the positive impact of GeoGebra on the development of mathematical competencies. The study concludes that GeoGebra is an effective tool for strengthening trigonometric competence in high school students, highlighting the importance of integrating digital technologies in mathematics education. The findings suggest the need for more research on the use of technological tools in mathematics education and support investment in technological resources and teacher training.</span>
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Carriazo-Regino, Yulieth, Dougglas Hurtado-Carmona, and Andrés Bermudez-Quintero. "Improving trigonometric competency with GeoGebra: a quasi-experimental study in a high school Yulieth Carriazo-Regino1, Dougglas Hurtado-Carmona2,3, Andrés Bermudez." International Journal of Evaluation and Research in Education (IJERE) 13, no. 5 (2024): 2876–89. https://doi.org/10.11591/ijere.v13i5.28995.
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This quasi-experimental study examines the efficacy of GeoGebra in enhancing trigonometric competence among tenth-grade students in Montería, Colombia. Comparing an experimental group that used GeoGebra with a control group receiving traditional teaching, key competencies such as reasoning and argumentation, communication, representation and modeling, and problem posing and solving were evaluated. Pre-intervention results showed that 88.19% of students in the experimental group had insufficient performance in reasoning and argumentation. After the implementation of GeoGebra, this figure decreased to 5.5%. In competencies of communication, representation, and modeling, the insufficient performance reduced from 85.7% to 5.5%, and in problem posing and solving, from 80.3% to 5.7%. These significant improvements demonstrate the positive impact of GeoGebra on the development of mathematical competencies. The study concludes that GeoGebra is an effective tool for strengthening trigonometric competence in high school students, highlighting the importance of integrating digital technologies in mathematics education. The findings suggest the need for more research on the use of technological tools in mathematics education and support investment in technological resources and teacher training.
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Del Río, Laura Sombra. "Recursos para la enseñanza del Cálculo basados en GeoGebra." Revista do Instituto GeoGebra Internacional de São Paulo. ISSN 2237-9657 9, no. 1 (2020): 120–31. http://dx.doi.org/10.23925/2237-9657.2020.v9i1p120-131.
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RESUMENEntre las múltiples posibilidades que ofrece GeoGebra, se encuentra la de servir como herramienta de autor. Es decir, un programa que permite crear recursos educativos digitales interactivos a usuarios sin conocimientos específicos de programación. En este artículo se comparten algunos recursos generados por usuarios para la enseñanza de conceptos del Cálculo, con el objetivo de dar a conocer el tipo de materiales que pueden crearse, los trabajos que muchos docentes usuarios de GeoGebra realizan cotidianamente para enriquecer la actividad en el aula, e inspirar nuevas creaciones por parte de otros colegas. Para ello, se presentará en primer lugar algunos lineamientos teóricos que orientan y justifican la creación de este tipo de materiales educativos y se describirán las características del repositorio de GeoGebra, haciendo énfasis en las posibilidades que brinda para los autores.Palabras claves: Recursos Educativos; Aprendizaje Multimedia; Cálculo. RESUMOEntre as muitas possibilidades oferecidas pelo GeoGebra, podemos encontrar a de servir como ferramenta de autoria. Em outras palavras, um programa que permite que usuários sem conhecimento específico de programação criem recursos educacionais digitais interativos. Neste artigo partilhamos alguns recursos gerados pelos usuários para o ensino dos conceitos de Cálculo, com o objetivo de dar a conhecer o tipo de materiais que podem ser criados, o trabalho que muitos professores que utilizam o GeoGebra fazem diariamente para enriquecer a atividade da sala de aula, e inspirar novas criações de outros colegas. Para tanto, serão apresentadas em primeiro lugar algumas diretrizes teóricas que orientam e justificam a criação desse tipo de material educativo, e serão descritas as características do repositório GeoGebra, enfatizando as possibilidades que ele oferece aos autores.Palavras-chave: Recursos Educacionais; Aprendizagem Multimídia; Cálculo.ABSTRACTAmong the many possibilities offered by GeoGebra, we can mention that it serves as an authoring tool. In other words, it is a program that allows users without specific coding knowledge to create interactive digital educational resources. In this article we share some resources generated by users for the teaching of Calculus concepts. The aim is to present the type of materials that can be created using this tool, the work that many teachers who use GeoGebra do to enrich the classroom activity and inspire new creations from other colleagues. To this end, some theoretical guidelines that guide and justify the creation of this type of educational materials will be presented first, and the characteristics of the GeoGebra repository will be described, emphasizing the possibilities it offers for authors. Keywords: Educational Resources; Multimedia Learning; Calculus.
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Dahal, Niroj, Dinesh Shrestha, and Binod Prasad Pant. "Integration of GeoGebra in Teaching and Learning Geometric Transformation." Journal of Mathematics and Statistical Science 5, no. 12 (2019): 323–32. https://doi.org/10.5281/zenodo.14878691.
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This paper discusses the use of GeoGebra in teaching geometric transformations. As GeoGebra is an interactive geometry, algebra, statistics and calculus application of mathematical software is very essential from school to university level to foster mathematical experiments and discoveries. Also, the contribution of this paper was a reflection of several specific examples of transformation namely reflection, rotation, translation and dilation for teaching mathematics to sixteen students in one of the secondary schools of Kathmandu Valley, Nepal. Subscribing teaching experiment as qualitative research methodology, this paper deals with the implementation of GeoGebra in six episodes, we have used adequate illustrations, pictures and animations of objects using GeoGebra to make abstract concepts of transformation visible to the students. The result of experiment shows that GeoGebra is helpful in teaching and learning the abstract concepts of transformation. Findings of this study show that if GeoGebra is used in mathematics classroom, students could become an active constructor of knowledge. Similarly, they collaborate with each other, visualize the process of transformation, and enjoy their authority in such classes. It acts as an important educational tool so as to support the traditional lecturemethod of teaching mathematics that shifts education system from teacher centered to learner centered.
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Putra, Zetra Hainul, Neni Hermita, Jesi Alexander Alim, Dahnilsyah Dahnilsyah, and Riyan Hidayat. "GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 19 (2021): 21. http://dx.doi.org/10.3991/ijim.v15i19.23773.
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<p class="0abstract">The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfaces of 3-D shapes. In addition, prospective elementary teachers have positive attitudes towards integrating GeoGebra in elementary initial teacher training. They believe that GeoGebra supports them to understand better the concepts of volume and surface area of 3-D shapes, facilitate students to understand the properties of a geometry object, and compare the object one made using hand drawing to using GeoGebra. Meanwhile, difficulty in using the tools to construct 3-D shapes in GeoGebra becomes a hinder to understand mathematics concepts and properties. The implication of this study is that there is a potential to integrate GeoGebra in mathematics learning in elementary teacher training.</p>
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triet, Viet Minh le, and Man Thanh Ha. "GEOGEBRA-SUPPORTED LEARNING KIT FOR TEACHING AREA OF TRAPEZOID BASED ON TPMK FRAMEWORK." GPH-International Journal of Educational Research 07, no. 07 (2024): 14–23. https://doi.org/10.5281/zenodo.13293645.
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<strong>The use of technology in education has expanded fast in the twenty-first century. The capacity to use technology in teaching materials has become a crucial talent for mathematics teachers, and it is a key topic in the current study. This is why, as a new teacher, you must be able to create ICT-based learning materials. This study aims to create an interactive mathematical learning media tool kit for teaching the area of trapezoid based on the TPMK framework and the GeoGebra dynamic mathematics program. Our investigation is divided into two stages. In the first step, we created a model for developing a GeoGebra-supported teaching kit based on the TPMK framework originated from Shulman's (1986) stated in our theoretical foundation. In the second step, a concrete example of a task circumstance was created to demonstrate the model. This result shows that using GeoGebra dynamic mathematics software with a TPMK framework can help teachers explain abstract mathematics concepts to make them easier for students to understand.</strong>
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Phan-Yamada, Tuyetdong, and Walter M. Yamada. "Exploroing Polar Curves with GeoGebra." Mathematics Teacher 106, no. 3 (2012): 228–33. http://dx.doi.org/10.5951/mathteacher.106.3.0228.
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Most trigonometry textbooks teach the graphing of polar equations as a two-step process: (1) plot the points corresponding to values of θ such as π, π/2, π/3, π/4, π/6, and so on; and then (2) connect these points with a curve that follows the behavior of the trigonometric function in the Cartesian plane. Many students have difficulty using this method to graph general polar curves. The difficulty seems to stem from an inability to convert changes in the value of the trigonometric equation as a function of angle (abscissa vs. ordinate in Cartesian coordinates) to changes of the radius as a function of angle (r[θ] in polar coordinates). GeoGebra provides a tool to help students visualize this relationship, thus significantly improving students' ability