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Yautibug Yuquilema, Byron Dario, Elder Orlando Grefa Alvarado, and Carmen Siavil Varguillas Carmona. "GEOGEBRA EN EL APRENDIZAJE DE LA MATEMÁTICA EN ESTUDIANTES DE EDUCACIÓN SUPERIOR." Revista Científica y Arbitrada de Ciencias Sociales y Trabajo Social: Tejedora 8, no. 19 (2025): 15–30. https://doi.org/10.56124/tj.v8i19.002.
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Los softwares educativos en la educación superior toman un papel significativo, en la enseñanza y aprendizaje en áreas como la matemática. Este estudio se orientó hacia GeoGebra, un software considerado por muchos como interactivo y dinámico, empleado comúnmente para mejorar la comprensión de las matemáticas. El objetivo principal del trabajo investigativo es medir el nivel de percepción de los estudiantes de la carrera de Pedagogía de las Ciencias Experimentales: Matemáticas y la Física, sobre el uso de GeoGebra como facilitador en el aprendizaje de las clases de matemática. Para esto se implementó una encuesta, implementando como instrumento una escala Likert, para medir 3 categorías que abarca el estudio que son: motivación e interés, navegación e interacción, y por último lo pedagógico y didáctico. La investigación se basó en un enfoque cuantitativo y descriptivo, aplicando estadísticas descriptivas para analizar las percepciones de 62 estudiantes de los semestres tercero, cuarto y sexto. Los resultados indican que la percepción de los estudiantes hacia GeoGebra es positiva, con medias de 3.75 en motivación e interés, 3.90 en navegación e interacción, y 3.94 en pedagógico y didáctico. En conclusión, GeoGebra es percibido como una herramienta efectiva para mejorar la experiencia de aprendizaje en matemáticas, aumentando la motivación y el interés de los estudiantes, y facilitando una enseñanza más interactiva y participativa.
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Lizano Villarreal, Lenin Alfredo, and Edison Roberto Valencia Nuñez. "Efectividad del software educativo GeoGebra en el aprendizaje de operaciones algebraicas básicas." Revista Social Fronteriza 4, no. 6 (2024): e46550. https://doi.org/10.59814/resofro.2024.4(6)550.
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El artículo referente al Software Educativo GeoGebra en el Aprendizaje de Operaciones Algebraicas Básicas, se efectuó para fortalecer su utilización en la enseñanza de matemáticas, siendo una plataforma interactiva y visual que facilita la comprensión orientando a la transformación de la enseñanza tradicional en una experiencia dinámica que promueve el razonamiento lógico. Se utilizó un enfoque mixto, combinando métodos cualitativos y cuantitativos, el objetivo fue mejorar el rendimiento del estudiantado de octavo año, aplicando el paradigma sociocrítico. Se adoptó un diseño cuasiexperimental con dos grupos: uno experimental (36 estudiantes, paralelo “A” vespertina) y otro de control (40 escolares, paralelo “B” matutina), utilizando encuestas y análisis de datos con IBM SPSS Statistics. Se encontró, el 92% resuelven tareas de matemáticas, el 100 aplican las propiedades de suma y resta, el 97% conoce las leyes de signos e identifican las partes de un término algebraico, el 100% aprende temas diversos mediante recursos tecnológicos y resuelve ejercicios. La herramienta, fomentó el pensamiento crítico; lamentablemente, uno de los puntos débiles es la necesidad de capacitar a los alumnos y educadores en el uso de GeoGebra para maximizar su efectividad. La implicación principal es su integración en los planes de estudio en un entorno interactivo, accesible y adaptado a las necesidades contemporáneas del sistema formativo.
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Ordóñez García, Kenia Irene, Mario Israel Molina Ortiz, and Jorge Enrique Ordoñez García. "Geogebra: una herramienta tecnológica para aprender matemáticas." RECIAMUC 6, no. 1 (2022): 182–92. http://dx.doi.org/10.26820/reciamuc/6.(1).enero.2022.182-192.
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Actualmente, es un hecho el uso de las nuevas tecnologías de la información y las comunicaciones (TIC) en los procesos de enseñanzas y aprendizajes en todo el mundo, entre los que se puede mencionar el GeoGebra. El GeoGebra es un software interactivo de matemática que reúne dinámicamente geometría, álgebra y cálculo. Recientemente, se han agregado a GeoGebra, desde la versión 5.0, algunas características específicas que permiten la verificación matemática rigurosa y el descubrimiento automático de proposiciones generales sobre figuras de geometría euclídea construidas por el usuario, las llamadas Herramientas de Razonamiento Automatizado (GGb-ART = GeoGebra Automated Reasoning Tools, si consideramos estas siglas respondiendo al nombre de las herramientas en inglés), o de Demostración Automática de Teoremas (DAT). La presente revisión bibliográfica pretende compilar algunas ponencias e ideas que sustenten el tema de las Art GeoGebra y el uso del software en el aprendizaje de las Matemáticas. En consecuencia, se ha decidido desarrollar un estudio de diseño bibliográfico, mediante una metodología de revisión. En los resultados se encontró que una de las nuevas herramientas de GeoGebra es el comando Relación, capaz de investigar diferentes relaciones entre dos o más elementos de una construcción geométrica, al mismo tiempo, compara sus medidas o sus posiciones relativas. Asimismo, por medio de dos nuevas herramientas de alto nivel (Discover and Relation) y el comando Compare de bajo nivel, se obtener mecánicamente tesis verificadas por dos elementos de una construcción, permiten a GeoGebra formular automáticamente las propiedades que se mantienen en una determinada figura, sin requerir ninguna intervención del usuario, excepto la de centrar la investigación de la máquina sobre algunos objetos geométricos dados. En conclusión, este software es de gran importancia en el aprendizaje de las matemáticas en diferentes niveles de educación por sus variadas características y ventajas.
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Monroy, Valencia Edgardo, and Villarreal Víctor Riveros. "Referentes de calidad del área de matemática y la inserción del software interactivo GeoGebra." Revista Encuentro Educacional, Universidad del Zulia, Maracaibo - Venezuela 30, no. 2 (2023): 378–95. https://doi.org/10.5281/zenodo.10324148.
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ResumenEl desarrollo de las tecnologías de la información y la comunicación ha generado la aparición de las llamadas sociedades del conocimiento. Particularmente, en la enseñanza de las matemáticas existen diversas herramientas que pueden ser usadas por los docentes en sus prácticas pedagógicas. Este trabajo tuvo por propósito analizar los referentes de calidad del currículo colombiano para el área de matemática, con la finalidad de insertar el uso del Software Interactivo GeoGebra en el aula, de la "Escuela Normal Superior La Hacienda", Barranquilla, Colombia. El andamiaje teórico se sustentó en Ministerio de Educación Nacional de Colombia (2017, 2013, 2009, 2006, 1998), Jiménez y Jiménez (2017), Cotic, (2014), entre otros. El enfoque epistemológico orientador fue el cualitativo y el método etnográfico. Es de tipo descriptivo, interpretativo y de campo. Las unidades de análisis fueron docentes y documentos relacionados con el proceso didáctico; las técnicas, el análisis de contenido y grupo focal y los instrumentos, una matriz de análisis y una guía predeterminada. Para establecer los criterios para evaluar el rigor y la calidad de la investigación se recurrió a la triangulación de fuente, de métodos, teorías y de tiempo. Los hallazgos destacan que los docentes reconocen la importancia de las Tecnologías de la Información y la Comunicación en los procesos de enseñanza y aprendizaje, pero siguen siendo consideradas como recursos didácticos opcionales que el docente pudiera usar en el aula.
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Reyes Meza, Orley Benedicto, Carmen Dolores Andrade Zambrano, Monserrate Dalila del Rocio Alcívar Cedeño, and Francisco Fredy Colon Zambrano Velasquez. "Planificación de estrategias educativas a partir de los estilos de aprendizaje enfocados en las matemáticas." Universidad Ciencia y Tecnología 25, no. 109 (2021): 47–52. http://dx.doi.org/10.47460/uct.v25i109.447.
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En este trabajo se evaluó la planificación de las estrategias educativas fundamentadas en los estilos de aprendizaje. La finalidad del estudio estuvo enfocada en demostrar que el adecuado conocimiento de los estilos de aprendizaje puede contribuir significativamente en el rendimiento académico. Para llevar a cabo esta investigación se trabajó con 300 estudiantes de la ciudad de Chone en Ecuador. Se realizó el test de Honey Alonso para los estilos de aprendizaje. Los resultados obtenidos evidencian que el estilo preponderante entre los estudiantes es del tipo Reflexivo, que está asociado al aprendizaje de las matemáticas. Sin embargo, la información también evidenció que existe una diferencia poco significativa entre géneros, porcentualmente los estudiantes mujeres se caracterizan por ser más reflexivas que sus compañeros varones.
 Palabras Clave: Estrategias de enseñanza, estrategias educativas, planificación del aprendizaje, estilos de aprendizaje.
 Referencias[1]A. Valle, R. González, C. L. y A. Fernández, «Las estrategias de aprendizaje: características básicas y su relevancia en el contexto escolar.,» Revista de Psicodidáctica , pp. 53-68, 1998.
 [2]J. Pinzón, «Aprendizaje de las matemáticas con el uso de simulación,» Rev. Sophia, pp. 22-30, 2018.
 [3]J. Pinargote, « Los entornos virtuales de aprendizaje para la sistematización de conocimientos de la Física en la carrera de Ingeniería de Sistemas.,» Universidad de la Habana, La Habana, 2012.
 [4]J. Izquierdo, E. Carrera, M. Cornejo y O. Agreda, «Diseño de software interactivo en las matemáticas.,» Journal of Science and Research, pp. 27-31, 2018.
 [5]A. Iturbe, M. Ruiz, M. Pistonesi y S. Fanitini, «Uso del Geogebra en la enseñanza de la geometría en carreras de Diseño.,» Revista do Instituto GeoGebra Internacional de São Paulo. , pp. 93-101, 2013.
 [6]L. Diaz-Nunja, J. Rodríguez-Sosa y S. Lingán, «Enseñanza de la geometría con el software GeoGebra en estudiantes secundarios de una institución educativa en Lima.,» Propósitos y Representaciones, pp. 217-234, 2018.
 [7]Y. Ruíz, «Estilos de aprendizaje en el aula,» Rev. Para profesionales de la enseñanza, pp. 1-7, 2010.
 [8]M. Gutiérrez-Tapias, «Estilos de aprendizaje, estrategias para enseñar. Su relación con el desarrollo emocional y aprender a aprender".,» Tendencias pedagógicas., 2018.
 [9]J. García y S. Izquierdo, «GeoGebra, una propuesta para innovar el proceso enseñanza-aprendizaje en matemáticas,» Revista electrónica sobre tecnología, educación y sociedad, 2017.
 [10]S. Manuel, «Estilos de aprendizaje y métodos de enseñanza.,» Editorial UNED, España, 2018.
 [11]A. Sprock, «Conceptualización de los modelos de estilos de aprendizaje. Revista de estilos de aprendizaje,» 2018.
 [12]M. Pantoja-Ospina, L. Duque-Salazar y J. Correa-Meneses, «Modelos de estilos de aprendizaje: una actualización para su revisión y análisis.,» 2013.
 [13]Cuestionario Honey-Alonso de estilos de aprendizaje, 2021. [En línea]. Available: http://biblio.colmex.mx/curso_formacion_formadores/chaea.pdf.
 [14]O. Meza, F. Rosales, M. Torres y M. Cedeño, « Influencia Del Género En Los Estilos De Aprendizaje.,» Rev. Universidad Ciencia y Tecnología, pp. 7-17, 2019.
 
 
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Diaz Cedeño, Karina Verónica, Camila Salome Mendoza Mendoza, Sharmin Juliette Tarira López, and Leonardo Santiago Vinces Llaguno. "Métodos asertivos para enseñar geometría." Revista Científica de Innovación Educativa y Sociedad Actual "ALCON" 5, no. 1 (2025): 376–85. https://doi.org/10.62305/alcon.v5i1.419.
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El artículo se centra en identificar y analizar métodos efectivos para la enseñanza de la geometría en la educación básica, destacando el uso de estrategias pedagógicas innovadoras y herramientas tecnológicas. Se aplicó una metodología mixta con enfoques cuantitativos y cualitativos, incluyendo pruebas pre y post intervención para medir el impacto de las estrategias. Las actividades involucraron dinámicas grupales, software interactivo y aplicaciones móviles que ayudaron a los estudiantes a comprender conceptos geométricos como figuras, áreas y volúmenes. Los resultados indicaron mejoras significativas en la comprensión de estos conceptos, donde las herramientas digitales facilitaron la visualización y manipulación de formas, promoviendo un aprendizaje más activo y significativo. Además, la combinación de métodos tradicionales con tecnologías digitales atendió diferentes estilos de aprendizaje, elevando la motivación y fomentando la colaboración entre compañeros, lo que desarrolló competencias como comunicación y trabajo en equipo. La implementación de tecnologías de la información y la comunicación (TIC) mostró ser muy eficaz en la enseñanza de la geometría, mejorando la comprensión espacial y facilitando un aprendizaje interactivo. Particularmente, el uso de herramientas como GeoGebra ha sido clave para superar desafíos en la enseñanza, permitiendo una comprensión visual de conceptos abstractos y promoviendo habilidades como el razonamiento lógico y la autonomía. En conclusión, el estudio resalta la importancia de integrar tecnologías educativas y estrategias dinámicas en la enseñanza de la geometría, evidenciando su potencial para motivar a los estudiantes y enriquecer su experiencia de aprendizaje, lo que abre la puerta a futuras investigaciones en el campo de la educación matemática.
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Pabón-Gómez, Jorge Angelmiro. "Las TICs y la lúdica como herramientas facilitadoras en el aprendizaje de la matemática." ECOMATEMATICO 5, no. 1 (2014): 37–48. http://dx.doi.org/10.22463/17948231.62.
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La experiencia tiene como objeto mostrar las ventajas de implementar nuevas estrategias fundamentadas en la lúdica y el uso de las nuevas tecnologías en el aula considerando Excel, Geogebra y otros materiales interactivos que nos ofrece la web como herramientas facilitadoras y la labor docente como mediación, dirigida a los estudiantes de los grados 9°, 10° y 11°, la cual se aplica aun en la Institución, cuyo objeto principal de estudio se enfocó en el fortalecimiento de los componentes variacional, geométrico y de sistemas de datos, mediante la aplicación de actividades que permitieran explorar, descubrir, construir y comunicar pensamientos matemáticos que les permitan dar solución a problemas de la vida cotidiana.
 Las diferentes estrategias implementadas han sido prácticas o experiencias de construcción (de teoremas, definiciones, axiomas), implementación de software libre (para tabular, graficar y construir) y el aprovechamiento de diversos recursos web (Videos, material multimedia, blogs, wikis y demás material interactivo); que buscaban impactar en la motivación del estudiante, en su actitud de aprendizaje de las matemáticas, mediante un aprendizaje activo que conlleve al contacto con la realidad, al tiempo que desarrolla su capacidad mental y creativa.
 De acuerdo a los resultados obtenidos durante la implementación de la estrategia; La lúdica y las TICs, como herramientas facilitadoras, responde al problema del bajo rendimiento, bajos niveles de desempeño en las pruebas externas y apatía ante el aprendizaje de esta área del saber, encontrando que tiene efectos significativos en el logro de las capacidades (razonamiento, Comunicación matemática y resolución de problemas).
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Purwasih, Ratni, Ratna Sariningsih, and Indah Puspita Sari. "SELF EFFICACY TERHADAP KEMAMPUAN HIGH ORDER THINKING MATHEMATICS SISWA MELALUI PEMBELAJARAN BERBANTUAN SOFTWERE GEOGEBRA." AKSIOMA: Jurnal Program Studi Pendidikan Matematika 9, no. 1 (2020): 166. http://dx.doi.org/10.24127/ajpm.v9i1.2663.
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Artikel ini merupakan hasil penelitian terkait kemampuan self efficacy matematis siswa SMP pada dua kelas.  Penelitian ini bertujuan untuk mengetahui interaksi antara penerapan pembelajaran worksheet berbasis softwere Geogebra terhadap kemampuan self efficacy matematis siswa ditinjau kemampuan awal matematis (KAM) siswa. Melalui metode quasi eksperimen dengan desain pre test-post test, penelitian ini melibatkan 72 siswa SMP. Hasil penelitian menunjukkan adanya perbedaan peningkatan rata-rata kemampuan self efficacy matematis ditinjau dari kemampuan awal matematis (KAM). Hasil penelitian juga menunjukkan adanya peranan kemampuan self efficacy matematis antara kelas konvensional dan kelas eksperimen dari kemampuan awal siswa. Hal ini menunjukan bahwa peranan pembelajaran matematika berbasis softwere Geogebra mampu meningkatkan self efficacy siswa dibandingkan pembelajaran tanpa menggunakan softwere Geogebra. AbstractThis article is the result of research related to the mathematical self efficacy of junior high school students in two classes. This study aims to determine the interaction between the application of Geogebra softwares-based worksheet learning on students 'mathematical self efficacy abilities in terms of students' initial mathematical abilities. Through the quasi-experimental method with the pre-post-test design, this study involved 72 middle school students. The results showed a difference in the average increase in mathematical self efficacy abilities in terms of initial mathematical abilities (KAM). The results of the study also showed the role of mathematical self efficacy abilities between conventional classes and experimental classes from students' initial abilities. This shows that the role of Geogebra software-based mathematics learning can improve students' self-efficacy compared to learning without using Geogebra software.
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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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Gushev, Vesselin, та Danail Gushev. "Динамичният софтуер в помощ на изследване на задачи от практиката". Mathematics and Informatics LXV, № 3 (2022): 276–82. http://dx.doi.org/10.53656/math2022-3-5-din.
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The article describes some mathematical problems that arise in everyday life. Using GeoGebra non-trivial dynamic models describing such problems are constructed. GeoGebra is an interactive geometry, algebra, statistics and calculus application, intended for learning and teaching mathematics and science from primary school to university level. GeoGebra is available on multiple platforms and operating systems.
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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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Tuda, Shpresa, and Shpëtim Rexhepi. "Exploring Exponential Functions Using Geogebra." Brillo Journal 3, no. 1 (2023): 43–58. http://dx.doi.org/10.56773/bj.v3i1.45.
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Exponential functions, symbolized by the expression f(x)=ax, are a fundamental mathematical concept widely applicable to real-world scenarios such as population growth, compound interest, and radioactive decay. This abstract underscores the significance of exponential functions and highlights GeoGebra's crucial role in interactive visualization and analysis as an intuitive mathematical software. This study utilizes GeoGebra's dynamic interface to explore and comprehend exponential functions, bridging the gap between theoretical concepts and practical applications. It includes a comparative analysis between classical methods and GeoGebra solutions for exponential functions. The software's ability to validate mathematical outcomes through visual confirmation is explored, emphasizing its role in not only enhancing understanding but also providing a reliable means of verification. GeoGebra and mathematical analysis illustrations consistently yield results through practical examples, demonstrating the software's effectiveness in fostering a deeper understanding of exponential growth. In addition, surveys was conducted and engaged in direct comparison of solutions with students in the classroom setting to observe firsthand how learners interact with the material and identify common mistakes made during problem-solving. The survey results informed the development and refinement of the approach, ensuring a comprehensive understanding of both the benefits and challenges associated with learning exponential functions through GeoGebra.
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Angel Salvatierra Melgar. "Computational Thinking in Geometric Concept Construction Using Geogebra Software." Journal of Electrical Systems 20, no. 4s (2024): 1128–35. http://dx.doi.org/10.52783/jes.2157.
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The knowledge era has allowed new ways of interacting with peers and socially, which allows the promotion of social skills and abilities associating the components of computer science, in order to manage the use of Technology and Information and Communication Technology (ICT) in the resolution of geometric situations in the practice of construction, elaboration and interaction with geometric prototypes detected in reality and simulated by GeoGebra software in university students. For this purpose, a non-experimental design of comparative descriptive level was applied, in which sessions with interaction of geometric contents and indicators of computational thinking were developed during seven weeks of classes. The development of the experimental activities allowed the resolution of practical situations detected in the process of: design of plans, organization of analytical components of data through abstraction, solutions of specific and complex situations through the heuristic and algorithmic method, in the challenge of creating new geometric prototypes, exploring new ways of learning geometry, creating challenging situations in producing figures through the software under the basic and fundamental principles of the software leading to the development of computational thinking of the students under observation.
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Erilova, Evgeniya. "IMPLEMENTATION OF THE COGNITIVE-VISUAL APPROACH USING GeoGebra INTERACTIVE GEOMETRY SOFTWARE." Vestnik of Northern (Arctic) Federal University. Series "Humanitarian and Social Sciences", no. 1 (February 20, 2015): 144–49. http://dx.doi.org/10.17238/issn2227-6564.2015.1.144.
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JANCHESKI, Metodija, and Sofija JANCHESKA. "Multidisciplinary, Multilingual, Multilevel and Multipurpose Usage of GeoGebra Software in Education." Olympiads in Informatics 13 (July 13, 2019): 41–56. http://dx.doi.org/10.15388/ioi.2019.04.
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The technical characteristics of GeoGebra have been examined, its various views and tools have been described, with special emphasis on interactive tools. The use of GeoGebra in education has been depicted, mainly in mathematics. We emphasized the importance of sharing GeoGebra digital learning materials within the GeoGebra community, which is present and active in more than 190 countries now and is growing astonishingly fast. In this context, various forms of organizing GeoGebra digital learning materials are reviewed: GeoGebra Materials, GeoGebra Wiki, GeoGebra Tube, GeoGebra Books and GeoGebra Exercises. The author demonstrates the universal and effective application of the GeoGebra software in four dimensions. First, GeoGebra can be applied in a variety of disciplines, primarily in mathematics and computer science, and in subjects in the field of natural and technical sciences. Second, the use of GeoGebra also covers a wide range of applications, from primary education to higher education. Third, GeoGebra enables the creation of multilingual digital learning content. Finally, various variations of animations and simulations with different weights can be made in GeoGebra, which can enhance the individualization of teaching within multiple levels of education and enable conditions for programmed instruction. A detailed overview of three conducted researches and the obtained results are provided. The researches include filling in questionnaires by teachers and students, as well as performing teaching lessons in Mathematics and Physics in two secondary schools with students divided into experimental groups (where GeoGebra animations and simulations were applied) and control groups where the classes were held in classical, traditional way, without the use of educational software). According to our researches and observations, free and open-source software like GeoGebra is a great opportunity that should be used to the fullest extent in our education especially in the conditions of obvious need for educational software and digital educational materials, corresponding to our education curricula. In the concluding observations, we give concrete conclusions, suggestions and recommendations for implementing GeoGebra in the educational system.
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Dimitrov, Diyan M., and Stoyan D. Slavov. "Application of GeoGebra software into teaching mechanical engineering courses." MATEC Web of Conferences 178 (2018): 07008. http://dx.doi.org/10.1051/matecconf/201817807008.
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Mechanics courses traditionally characterize with a rather low percentage of passing students. Dynamic mathematical packages like GeoGebra are widely used nowadays for teaching mathematics, but its interactive capabilities can be used for simulation of different physical phenomena. In this article few interactive applets for Static, Dynamic, Strength of Materials and Theory of Mechanisms and Machines courses, are presented. An experiment with comparison of the test results of two group of students after the exercise beam about internal forces, shows that group trained with GeoGebra applets have significantly higher mean result.
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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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Yerizon, Arnellis, Fridgo Tasman, and Wanty Widjaja. "Enhancing Junior High School Students’ Reasoning of Linear Equations Using GeoGebra Software." International Journal of Interactive Mobile Technologies (iJIM) 17, no. 18 (2023): 16–32. http://dx.doi.org/10.3991/ijim.v17i18.41441.
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The important role of visual representations in supporting students’ learning of geometry concepts and their reasoning is well established. GeoGebra is dynamic and interactive software that can assist students in exploring mathematical concepts effectively. This research aims to examine the effectiveness of GeoGebra in enhancing eighth-grade students’ mathematical reasoning on the topic of linear equations. The study used a quantitative approach with a non-equivalent control group design by applying GeoGebra. Data were obtained through interviews and a mathematical reasoning ability test. The interviews were analyzed descriptively, and the reasoning test was analyzed using dependent t-tests. The findings revealed that GeoGebra significantly helps students’ to have a better understanding of linear equation properties, such as the gradient of parallel, coincident, perpendicular, and intersecting lines. The mathematical reasoning test revealed that learning with GeoGebra can improve students’ mathematical reasoning skills, specifically in linear equations. Teachers are encouraged to incorporate GeoGebra, as its visualization function enables students to explore linear equation properties.
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Raharjo, Sigit, Astrino Purmanna, Kus Andini Purbaningrum, Riche Ramayanti, and Dea Mei Cahya Muhti. "Pengembangan Media Pembelajaran Berbasis Software Geogebra pada Kubus untuk Mengembangkan Kemampuan Spasial Siswa." MAJAMATH: Jurnal Matematika dan Pendidikan Matematika 6, no. 1 (2023): 57–68. http://dx.doi.org/10.36815/majamath.v6i1.2560.
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The development of science and technology affects the emergence of interactive learning media. Interactive learning media is expected to be able to foster students’ learning motivation and spatial abilities. This study aimed to develop learning media based on geogebra software on cubes to deveop students’ spatial ability. This study applies the ADDIE model (analysis, design, development implementation, evaluation) as a research and development model for creating interactive learning media using geogebra on cube theory. Tha sample in this study amounted to 20 students where these students had not received theory about cubes. The research data was obtained through filling out a questionnaire evaluation test for students’ responses to learning. The quality of geogebra based learning media is related to three criteria, namely validity, practicality, and effectiveness. Based on the results of the research and analysis carried out, the interactive learning media that has been developed meets good validity criteria, can be used practically in learning and is able to grow students’ spatial ability in cube theory
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Adhikari, Ganesh Prasad. "Effect of using GeoGebra software on students’ achievement at university level." Scholars' Journal 3 (December 1, 2020): 47–60. http://dx.doi.org/10.3126/scholars.v3i0.37129.
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This study examined the effect of using GeoGebra software on students’ achievement in the case of limit concepts at university level. The instruments used in this study were GeoGebra software, traditional teaching method, and Mathematics Achievement Test (MAT) taken to get the required information. A quasi-experimental design was used and the GeoGebra software introduced in teaching of the limit concept of Complex Analysis among twenty-nine students of section B and traditional teaching method introduced among thirty-one students of section A of the second semester of Master’s in Mathematics Education. After the pre-test, the control group students had been taken the limit concept and related problem in a traditional method and the experimental group students toughed the same content with interactive worksheets by using GeoGebra software. After five hours of lecture in both groups, the standardized MAT (2) was applied for the post-test to the students of both groups. The gathered quantitative data were analyzed by using SPSS 26 version of the scores of sixty students on both groups. As a result, the findings of the research showed that the pre-test scores of students in both groups were insignificant differences. But the pre-test and post-test scores of students in the experimental group and post-test scores of students in both groups were significant differences. The result showed that students were found more interactive in teaching through GeoGebra software and have a positive effect on students’ achievement on the limit concept.
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Di Gregorio, Raffaele, and Tommaso Cinti. "Geometric Constraint Programming (GCP) Implemented Through GeoGebra to Study/Design Planar Linkages." Machines 12, no. 11 (2024): 825. http://dx.doi.org/10.3390/machines12110825.
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In the study and design of planar mechanisms, graphical techniques for solving kinematic analysis/synthesis and kinetostatics problems have regained interest due to the availability of advanced drawing tools (e.g., CAD software). These techniques offer a deeper physical understanding of a mechanism’s behavior, which can enhance a designer’s intuition and help students develop their skills. Geometric Constraint Programming (GCP) is the term used to describe this modern approach to implementing these techniques. GeoGebra is an open-source platform designed for the interactive learning and teaching of mathematics and related STEM disciplines. It offers an object-oriented programming language and a wide range of geometric tools that can be leveraged to implement GCP. This work presents a systematic technique for studying and designing planar linkages, based on Assur’s groups and GeoGebra’s tools. Although some kinematic analyses and syntheses of planar linkages using GeoGebra have been previously introduced, the proposed systematic approach is novel and could serve as a guide for implementing similar problem-solving methods in other graphical environments. Several case studies will be presented to illustrate this novel approach in detail.
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Salas Vargas, Alejandro Alonso. "Presentaciones interactivas con GeoGebra." Repertorio Científico 27, Especial (2024): 121–34. http://dx.doi.org/10.22458/rc.v27iespecial.5278.
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GeoGebra es un software matemático de código abierto que ofrece a los educadores la posibilidad de crear materiales didácticos atractivos para facilitar la comprensión de conceptos matemáticos complejos. El objetivo de este taller es capacitar a los participantes en el uso de GeoGebra como herramienta para la creación de presentaciones interactivas que combinan elementos gráficos, numéricos, algebraicos y otros; estos elementos permiten la inclusión de ejercicios desarrollados y teoría, entre otros recursos los cuales enriquecen los recursos didácticos en el contexto de la educación a distancia. En este taller, se emplea una metodología expositiva, la cual brinda una participación activa de las personas que realizan el taller. El facilitador presenta y explica las herramientas más relevantes, tales como los deslizadores, que permiten crear una barra de navegación, las condiciones booleanas y las casillas de control para mostrar u ocultar objetos, entre otras funcionalidades destacadas de GeoGebra. El taller se enmarca bajo el eje temático Mediación pedagógica en los recursos didácticos para un modelo de educación a distancia, y pretende que el participante elabore un material para el abordaje del contenido temático: sistemas de ecuaciones lineales de dos incógnitas. El material elaborado permite realizar una mediación de dicho contenido brindándole al estudiantado la oportunidad de reforzar los conceptos matemáticos de manera efectiva. Como resultado final, los participantes habrán logrado crear no solo una presentación dinámica, sino también una metodología para el uso efectivo de GeoGebra en la mediación pedagógica a distancia
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Kelly Angelly Hevardani, Ambiyar, Yerizon, and Yarman. "Evaluation of the Implementation of GeoGebra-assisted Advanced Calculus Courses Using the CIPP Model." Rangkiang Mathematics Journal 4, no. 1 (2025): 32–41. https://doi.org/10.24036/rmj.v4i1.61.
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This study aims to evaluate the implementation of advanced calculus courses assisted by GeoGebra using the CIPP model. This evaluation assessed the relevance, effectiveness, and results of applying GeoGebra as an interactive learning medium. The research approach was descriptive quantitative, with data collection through questionnaires and observations. The research subjects were 36 students who attended advanced calculus courses at FMIPA Universitas Negeri Padang in the July–December 2024 semester. The evaluation results show that in the context aspect, the use of GeoGebra is aligned with the curriculum objectives that support the mastery of advanced mathematical concepts and visualization skills. Regarding input, lecturers have basic competence in using GeoGebra, but not all students are familiar with this software. In terms of process, GeoGebra-assisted learning is interactive, although it is constrained by students’ adaptation time to the software. In terms of product, the evaluation results showed increased students’ analytical skills and conceptual understanding, although the increase in exam results was not significant overall. The findings recommend the need for intensive training for lecturers and students related to the use of GeoGebra, the provision of technology-based learning guides, and adjustments to lecture strategies to maximize the effectiveness of GeoGebra in supporting advanced calculus lectures.
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Batubara, Ismail Hanif. "PENINGKATAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA MELALUI METODE PENEMUAN TERBIMBING BERBANTUAN SOFTWARE GEOGEBRA PADA MATA KULIAH KALKULUS PEUBAH BANYAK DI FKIP UMSU." MES: Journal of Mathematics Education and Science 4, no. 2 (2019): 152–59. http://dx.doi.org/10.30743/mes.v4i2.1291.
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Abstract. The purpose of this study was to find out: (1) Is the increase in mathematical critical thinking abilities of students given the guided discovery method assisted by Geogebra software higher than students who were given guided discovery method learning without Geogebra software, (2) Are their interactions between learning with students 'initial mathematical abilities towards improving students' critical thinking skills. This research is a quasi-experimental study. The population of this study is that all classes in the fourth-semester mathematics education study program are approximately 120 people. Randomly, two classes were chosen from four classes. The experimental class was treated with Geogebra assisted guided discovery methods and the control class was treated with a guided discovery method without the help of Geogebra. Data analysis was performed by analysis of two-way variance (ANAVA). The results showed (1) Improvement of mathematical critical thinking skills of groups of students who obtained guided discovery method learning using GeoGebra software was higher than the group of students who received learning through guided discovery methods without GeoGebra software. (2) There is no interaction between the learning model and the initial ability of students in improving students' critical thinking skills in mathematics.Keywords: Critical Thinking Ability, Guided Discovery Method, Geogebra
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Dr., Dragan Obradovic, Lakshmi Narayan Mishra Dr., and Vishnu Narayan Mishra Dr. "Application of Geogebra In Mathmatics Teaching." International Journal of Management, Sciences, Innovation, and Technology IJMSIT 2, no. 1 (2021): 15–26. https://doi.org/10.5281/zenodo.4513875.
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Mathematical education software is designed for innovative, interactive and dynamic teaching in various areas of mathematics. Their application would be best in distance education, which implies the spatial distance between teachers and students. In this paper, the focus will be on GeoGebra, software that mathematically connects geometry, algebra and analysis. The method of software application and integration with the Moodle platform will be explained. Advantages of using it for students in the process of visual mastering of mathematical material. Increasing the interactivity between teachers and students, all with the aim of improving the quality of teaching. The work was created with the aim of popularizing the free GeoGebra software and the distance learning platform Moodle
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Sati, Laras, Rangga Firdaus, and Herpratiwi Herpratiwi. "Efektivitas Penggunaan Software GeoGebra dalam Meningkatkan Pemahaman Konsep Geometri pada Siswa Kelas Tinggi di Sekolah Dasar." Didaktika 4, no. 4 (2024): 404–14. https://doi.org/10.17509/didaktika.v4i4.76704.
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Learning geometry in elementary schools often faces challenges due to the abstract nature of its concepts, which can be difficult for students to understand without appropriate tools. Therefore, an approach that can visualize geometric concepts more concretely and interactively is needed. This study aims to evaluate the effectiveness of using GeoGebra in enhancing the understanding of geometric concepts among upper-grade elementary school students. The method used in this research is a literature review, analyzing various previous studies that examined the use of GeoGebra in geometry education at the elementary school level. The findings show that using GeoGebra can significantly improve students' understanding of geometric concepts, such as recognizing flat shapes, angles, symmetry, and geometric transformations. GeoGebra allows students to see visual representations of these concepts in a more dynamic and interactive form, making it easier to understand abstract concepts. The use of GeoGebra also plays a role in increasing student engagement in learning, as students can directly explore the material through various manipulations of geometric objects. However, its implementation faces some challenges, such as teachers' limited skills in operating the software and the lack of technological facilities in some schools, which may hinder the optimal use of GeoGebra. Nevertheless, the findings of this review indicate that GeoGebra has great potential to enhance elementary school students' understanding of geometry, provided that sufficient training for teachers and supporting facilities are available for technology-based learning.
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Kusharyadi, Rahmat, Saffanah Pertiwi, Erika Yohanna Seventina Siahaan, and Dadan Dasari. "Bibliometric Analysis: Sofware Usage Trends GeoGebra in Mathematics Learning From 2017 - 2022." Prisma Sains : Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram 11, no. 1 (2023): 196. http://dx.doi.org/10.33394/j-ps.v11i1.6786.
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The use of GeoGebra Software in mathematics learning is the application of ICT-based learning that can be done in schools. This is done to make learning interactive. This study aims to determine and analyze trends in article writing with the theme of using GeoGebra software in mathematics learning between 2017-2022, articles, countries of origin, authors, and institutions that have the most citations and link strengths using databases. dimensions. The method used is bibliometric analysis. The sample used is 180 articles that were searched using the database dimensions according to the specified keywords. The data is stored in CSV format to be used in the VOSviewer software to obtain a mapping in search of publication trends. The trend of writing articles with the theme of using GeoGebra software experienced a significant increase between 2017 and 2021 by 279%. Analysis based on software VOSviewer has 5 themes related to the use of GeoGebra software in mathematics learning, namely: “control group”¸“concept”, “medium”, “subject”, “analysis”, and “ article” which is still rarely researched and is a theme in the renewal of research. This theme is used as reference material for further research.
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Wu, Chentao, Ke Wang, Yangda Wu, Junlin Li, and Chengfeng Sun. "Interactive Mechanism Optimization Design Based on GeoGebra." Journal of Physics: Conference Series 3004, no. 1 (2025): 012052. https://doi.org/10.1088/1742-6596/3004/1/012052.
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Abstract To address the phenomenon of cumbersome solving of the parameters of the law of motion of the mechanism and the difficulty of verifying the feasibility of the motion in the traditional mechanism design process, this paper proposes to use the open-source mathematical software GeoGebra to simulate the trajectory of the mechanism of the mechanical rod group by using its powerful mathematical algebra calculation form, friendly interactivity, and visual geometric characteristics, so as to realize the visualization of the mechanism’s motion and simplicity, and to verify the feasibility of the mechanism’s motion. The feasibility of the mechanism, and the use of its unique parametric design, the motion mechanism can be quickly designed and optimized, in order to explore its principles of mechanics, mechanical design and simulation of motion to provide a reliable solution.
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Živanović, Milan, Slavica Pavličević, and Vesna Todorov. "Functionality of Geogebra in the field of interactive fairy tales creating." Research in Pedagogy 11, no. 1 (2021): 31–44. http://dx.doi.org/10.5937/istrped2101031z.
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Modern interactive teaching at preschool teacher training colleges, in accordance with the rapid and progressive changes in the world of information and communication technologies, implies the application and use of series of programme packages enriching and facilitating not only the education of future preschool teachers, but also the practical work with children of preschool age. The goal of the research conducted on the sample consisting from the students of the Preschool Teacher Training College in Kruševac, as the part of teaching the Methodology of initial mathematical notions and the Methodology of speech development, was to test the functionality of the educational software GeoGebra in the domain of interactive fairy tales creation. Several variables have been tested with regard to functionality, among them: Applicability of Geogebra programme of in mathematical and didactical games of preschool children; Suitability of Geogebra for the interactive fairy tales creation; Possibility of use of mathematical and didactical games in correlation with the speech development games; Possibility of including games from Geogebra programme in educational work; Quality of mathematical and didactical games in Geogebra programme. The methodological plan implied having 2 groups of testees which practiced Geogebra. In group 1, an experimental factora was introduced - the increased number of weeks practicing Geogebra (6 weeks of practicing in comparison with 4 weeks of practicing in the 2nd group of students). After the practicing period, using Questionnaire (construed for the research needs), as well as five-degree Likert-type assessment scales, the testing was conducted with regard to the opionion of students in both groups on the functionality of the Geogebra programme package concerning the interactive fairy talses creation. The research results have shown there is a positive effect of practicing Geogebra to the interactive fairy tales creation (the students from the group in which the expiremental factor had been introduced assessed more positively The applicability of Geogebra programme than the students from the control group which practiced Geogebra for fewer hours). Similar results have been obtained in the domain of Usability of mathematical and didactical games from the Geogebra programme, where the students from the experimental group achived substantially higher scores on the functionality scale.
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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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Ng, Ai Pin, and Roslinda Rosli. "Systematic Literature Review: The Use of GeoGebra Software in Geometry Learning." Jurnal Pendidikan Sains dan Matemaitk Malaysia 13, no. 1 (2023): 64–78. https://doi.org/10.37134/jpsmm.vol13.1.6.2023.
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This systematic literature review aims to critically analyse and synthesize research trends related to the use of GeoGebra software in geometry learning. SCOPUS and World of Science (WOS) were used to find articles from 2018 to 2022. This study used PRISMA Model in filtering articles and Miles and Huberman Interactive Model to analyse the data. In both databases, only 20 articles met the study criteria and were included in the analysis of this study. Among the ten countries involved in the publication of studies on the use of GeoGebra software in learning geometry, the findings of the analysis show that Indonesia and South Africa recorded the highest publication frequency. As for the year of publication, 2020 and 2021 are the years that recorded the highest number of research article publications. Most studies usedquantitative research approach, quasi-experimental design and most of the study samples are students. Research instruments such as tests are the primary choice for most research. For the analysis of the scope of the study, most studies investigate the effects of using this software. The study findings show that the use of this software is positively affects learning and student achievement. The findings of the study also show that the practice of using GeoGebra software among teachers has not yet been fully implemented due to competence in technology and exposure to the software is still limited. Therefore, it is hoped that a further study of the systematic literature review on the practice of using GeoGebra software in learning geometry can be studied in the future as a reference for mathematics teachers who wish to implement the use of GeoGebra software in learning geometry.
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Fauzi, Asri, Aisa Nikmah Rahmatih, Umar, and Ida Ermiana. "PEMANFAATAN SOFTWARE GEOGEBRA DALAM MENGEMBANGKAN MEDIA PEMBELAJARAN MATEMATIKA MATERI GEOMETRI BAGI MAHASISWA PGSD UNIVERSITAS MATARAM." Jurnal Interaktif: Warta Pengabdian Pendidikan 5, no. 1 (2025): 49–56. https://doi.org/10.29303/interaktif.v5i1.329.
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This community service activity aims to improve the ability of Elementary School Teacher Education (PGSD) students in developing mathematics learning media, especially in geometry material, through the use of GeoGebra software. GeoGebra is an interactive software that is very suitable for visualizing geometric concepts dynamically and attractively. In the context of the Independent Curriculum, mastery of educational technology is one of the important competencies that prospective teachers must have, in order to support differentiated, contextual, and student-centered learning. The methods used in this activity include training, direct practice, and mentoring in designing GeoGebra-based learning media. The results of the activity show that students have high enthusiasm in participating in the training, and show an increase in understanding and skills in developing interactive geometry learning media. The media produced also reflects learning principles that are in accordance with the characteristics of elementary school students and support the achievement of the Pancasila student profile. This activity makes a real contribution in preparing prospective teachers who are technology literate and able to design innovative mathematics learning, in line with the demands of the Independent Curriculum.
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Atika Rahmah and Yahfizham. "Studi Literatur: Penggunaan Software GeoGebra Untuk Meningkatkan Kemampuan Berpikir Komputasi Siswa Pada Pembelajaran Matematika." Journal of Student Research 2, no. 4 (2024): 24–40. https://doi.org/10.55606/jsr.v2i4.3081.
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In the 21st century, technological development is increasingly rapid and tends towards digitalization, when compared to a few decades ago. So, if it is not utilized, it will be something in vain. Using technology-based learning media will facilitate the learning process, so that it can improve the quality of learning and can improve students' mathematical representation skills. One of the technology-based mathematics learning media that can help students in representing mathematical models/problems is GeoGebra Software. The purpose of this research activity is to find out whether the use of GeoGebra software media can improve students' computational thinking skills in mathematics learning. Improving students' understanding of how to show a model or mathematical problem in graph form or vice versa is one of the benefits of research. The method used in this study is Systematic Literature Review (SLR). This research method is carried out by reviewing journals in a structured manner with predetermined steps. The result of this research activity is that GeoGebra can help students understand the concept of straight line graphs in more detail with a varied and attractive appearance. In addition, for teachers themselves, GeoGebra can be used as a mathematics learning tool to create interactive learning that allows students to explore various abstract mathematical concepts.
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Fantin, Kátia, Scheila de Avila e. Silva, Clodis Boscarioli, Julia Gabriele Dani, and Daniel Notari. "Avaliação de Software Educacional na Educação Básica: uma Abordagem Qualitativa com o Framework DECIDE." Revista de Ensino, Educação e Ciências Humanas 23, no. 4 (2022): 545–51. http://dx.doi.org/10.17921/2447-8733.2022v23n4p545-551.
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Os softwares educacionais podem ser utilizados pelos professores para auxiliar os alunos, entretanto, avaliar um software educacional é imprescindível para a qualidade do processo pedagógico. Este artigo discute critérios e formas de avaliação de software educacional e, como objetivo principal apresenta uma metodologia de avaliação de software educacional com base no framework DECIDE, proposto para avaliação de interfaces, o qual propõe que sejam realizadas observações das interações dos usuários com o software. Além disso, esta ferramenta possui fácil acessibilidade e não exige conhecimentos prévios do usuário. Foram avaliados dois softwares educacionais, o primeiro desses, intitulado A Coruja Boo, de formato mais lúdico, possui como público-alvo alunos da Educação Infantil, e o segundo, GeoGebra possui como público-alvo alunos do Ensino Fundamental II e Médio, pois exige conhecimento lógico matemático. A análise dos dados permitiu concluir que o framework contribui para a avaliação de como ocorre a interação entre estudante e software e reforçou a importância da utilização pedagógica com intencionalidades bem definidas de programas educacionais, bem como a contínua avaliação de sua adequação a esses objetivos e ao contexto dos estudantes. Palavras-chave: Informática na Educação. Avaliação de Ferramentas Educacionais. Tecnologia na Educação. AbstractEducational software can be used by teachers to help students, however, evaluating educational software is essential for the quality of the pedagogical process. This paper discusses criteria and ways of evaluating educational software and, as its main objective, presents a methodology for evaluating educational software based on the DECIDE framework. DECIDE was proposed for interface evaluation, based on observations of users' interactions with the software. In addition, this tool has easy accessibility and does not require prior knowledge from the user. Two educational software were evaluated, the first, entitled A Coruja Boo, aimed at early childhood students, for having a more playful format, and the second, GeoGebra's whose target audience is elementary and high school, for requiring mathematical logic knowledge. The data analysis allowed to conclude that the framework contributes to the evaluation of how the interaction between student and software occurs. In addition, reinforced the importance of pedagogical use with well-defined intentions of educational programs, as well as the continuous evaluation to achieve the learning objectives. Keywords: Informatics in Education. Evaluation of Educational Tools. Technology in Education.
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Бостанов, В. Г., та Даурен Төлбасы. "ОҚУШЫЛАРҒА СЫЗЫҚТЫҚ ТЕҢДЕУЛЕР ЖҮЙЕСІН КОМПЬЮТЕРЛІК БАҒДАРЛАМАЛАРДЫ ҚОЛДАНЫП ОҚЫТУ ӘДІСТЕРІ". Педагогика и методы обучения 58, № 1 (2024): 24–34. http://dx.doi.org/10.47344/sdu20bulletin.v58i1.1159.
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This article shows the effectiveness of teaching mathematics using Hi-tech and through application GeoGebra, which are of particular importance for the future development of e-learning of maths. GeoGebra is an interactive application for geometry, algebra, statistics and calculus, a special software environment that allows you to learn and teach mathematics and natural science from elementary school to university. It can be used for mathematical experiments and innovations both in the classroom and at home for active and problem- oriented learning. In this article, we show a sketch of the using of the above- mentioned software for creating, solving and illustrating mathematical problems, drawing plots and graphs. An algorithm for solving a system of linear equations with two variables using the GeoGebra environment is also described.
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N L, Ekwue, Ajaegba N M, Umukoro P, Okeke M, and Amos-Emeaso C P. "Effectiveness of geogebra application on geometrical mathematics among secondary schools students in delta state." Global Journal of Educational Research 22, no. 1 (2023): 75–80. http://dx.doi.org/10.4314/gjedr.v22i1.8.
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This study investigates the effectiveness of GeoGebra application on geometrical mathematics among secondary school students in Delta state. Dynamic mathematics software (GeoGebra) is a freely available interactive dynamic software for the teaching and learning of mathematics that combines geometry and algebra into a single package. A descriptive survey and quasi–experimental design was used, specifically, the pretest-posttest non-equivalent control group. The population consists of all the SS 2 students and mathematics teachers in all the public and private schools in Delta State. Fifteen mathematics teachers participated in the online workshop and that form the sample size of the teachers and 600 students were sampled, but 516 scripts were returned. Three (3) research questions guide the study. Two instruments were developed for the study; Mathematics Ability Test (MAT) and a Questionnaire on Mathematics Teacher's Attitudes toward GeoGebra Software (QMTAGS) were used for data collection. MAT was administered as a pre-test and post-test to the experimental and control groups which have 15 objective questions, while QMTAGS was administered to teachers after the workshop exercise on the GeoGebra software which contained 14 multiple-choice items. The data obtained were subjected to mean and standard deviation. The result of the findings showed that GeoGebra makes the teaching and learning of mathematics fun and enjoyable and factors responsible for mathematics teachers’ non-access to digital teaching of mathematics are lack of computer-literate skills, non-availability of computer lab software, lack of power supply, and lack of professional development. Male students performed better than their female counterparts; private schools also performed better than public school students. It was recommended that GeoGebra should be fully integrated into Nigeria’s education curriculum.
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Hidrovo Intriago, Víctor, and Orlando Párraga Quijano. "Herramienta interactiva para impulsar el aprendizaje de las funciones matemáticas." Reincisol. 4, no. 7 (2025): 2565–93. https://doi.org/10.59282/reincisol.v4(7)2565-2593.
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El objetivo de este estudio plantea el uso del software GeoGebra como herramienta para mejorar el aprendizaje de la unidad didáctica funciones lineales y cuadráticas en matemáticas en estudiantes de tercer año de bachillerato. Se realizó un estudio correlacional con método deductivo, se trabajó con dos grupos de 15 estudiantes: uno experimental y otro de control. Se evaluó el aprendizaje de ambos grupos antes y después de la intervención. Los resultados dan cuenta que en el pre test el grupo de control obtuvo una media de 5 puntos y el grupo experimental una media de 4.33 y, en el post test se encontró que el grupo de control alcanzó una media de 5,6 puntos y el grupo experimental logró una media de 7.4 puntos. Esto evidencia que el grupo experimental, cuyo proceso de enseñanza se apoyó en el software GeoGebra mejoró significativamente el rendimiento académico en comparación a los estudiantes del grupo de control. Se concluye que existen diferencias estadísticamente significativas entre la media de calificaciones del post test, entre ambos grupos, con relación a la enseñanza y aprendizaje de funciones lineales y cuadráticas por parte de los estudiantes dado que en la prueba T de Student el valor de la significancia estadística resultó p-valor < .05; por lo que se acepta la hipótesis alterna (Ha) el uso del software GeoGebra mejora significativamente el aprendizaje de las funciones matemáticas en los estudiantes de tercer año de bachillerato de la Unidad Educativa Juan Antonio Vergara Alcívar del cantón Junín en Ecuador.
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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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Mollakuqe, Vesa, and Elissa Mollakuqe. "A matrix-based analysis of pedagogical efficacy compared to traditional instructional approaches integrating GeoGebra in mathematics education." International Electronic Journal of Mathematics Education 20, no. 2 (2025): em0821. https://doi.org/10.29333/iejme/15936.
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This study examines the impact of integrating GeoGebra software into teaching circle properties at the high school level, comparing it with traditional methods. Conducted over 8 weeks with 112 students aged 15-18, it included an experimental group using GeoGebra (56 students) and a control group with classical teaching methods (56 students). The focus was on understanding circle properties, such as tangent lines and inscribed circles, using pre- and post-test scores, as well as engagement metrics. Results showed a significant improvement in the experimental group’s scores (46.6%) compared to the control group (23.3%), with a t-test indicating a statistically significant difference (p = 0.002). Students using GeoGebra reported higher engagement, with 82% active participation and 78% enthusiasm. Qualitative feedback highlighted the benefits of interactive visualizations, despite some challenges in adapting to the software. The study suggests that tools like GeoGebra can enhance engagement and understanding in mathematics, though further research is needed to assess long-term effects and broader applicability.
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Kordek, D., and P. Voda. "GeoGebra and its applications - especially for teaching of geometrical optics." Journal of Physics: Conference Series 2715, no. 1 (2024): 012004. http://dx.doi.org/10.1088/1742-6596/2715/1/012004.
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Abstract The aim of this paper is to create two interactive electronic materials for teaching geometrical optics, especially imaging on thin lenses. Geogebra mathematical dynamic geometry software is employed for preparing the interactive constructions. In this software it is possible to work both in online mode and after installation in offline mode. There are constructs created for the software for mathematics and physics that can be used by the teacher. The paper does not describe a detailed procedure for preparing both constructions, and as an appendix we attach the original procedure for the construction as exported by the software. The reader is also introduced to the basics of geometrical optics, especially imaging on thin lenses. The values of parameters a, á and f that are measured directly by the created construction will be compared in the results with the results of these parameters, which are obtained from the derived rendering equation. In this way, we will confirm the correct function of the interactive constructions that have been created. The conclusion of the paper summarises the advantages and disadvantages of the created teaching materials.
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Korenova, Lilla. "GeoGebra in Teaching of Primary School Mathematics." International Journal for Technology in Mathematics Education 24, no. 3 (2017): 155–60. http://dx.doi.org/10.1564/tme_v24.3.08.
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The teaching of primary school mathematics is greatly oriented towards the development of basic mathematical literacy and cognitive skills such as remembering, understanding and applying (according to Bloom’s revised taxonomy). Nowadays, it is very important to implement teaching methods that are motivating for children and lead to more effective teaching and learning. The use of digital technology such as interactive boards, tablets and smartphones with suitable software and applications is appropriate for children in this digital age. This contribution intends to point out the possibilities of GeoGebra software as an effective tool for teaching mathematics for children between 9 and 11 years of age. We created and circulated a questionnaire to determine the use of technology by primary education teachers in Slovakia and Hungary, and their opinions and experience concerning GeoGebra software. We will also show the results of the qualitative research through which we studied the possibilities of teaching geometry by using GeoGebra.
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Quimuanga, Zeca Catuco André, and Raúl Ceregido Domínguez. "Proposta metodológica para a representação de planos por meio do Software GeoGebra." Revista Eletrônica de Educação Matemática 16 (December 14, 2021): 1–28. http://dx.doi.org/10.5007/1981-1322.2021.e80959.
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O presente artigo é parte da pesquisa quali-quantitativa realizada como requisito parcial para a obtenção do Grau de Mestre em Ciências de Educação na especialidade de Ensino de Matemática no Instituto Superior de Ciências de Educação do Cuanza Sul (Angola). O mesmo objectivou apresentar as directrizes metodológicas da sequência dos procedimentos interactivos para a representação de planos, usando o software GeoGebra incluindo o seu processo dinâmico nos estudantes do II e III ano de licenciatura do Curso de Ensino de Matemática do Instituto Superior de Ciências de Educação do Uíge (ISCED-Uíge). Para o cumprimento desta meta foram realizadas as pesquisas bibliográfica e a investigação-acção, tendo com principal instrumento de recolha de dados o questionário. Os resultados obtidos e a satisfação notada nos estudantes durante as actividades desenvolvidas, concluiu-se que o software GeoGebra é um recurso prático, dinâmico e atractivo e que pode romper paradigmas de modo a transformar o estudante num agente cada vez mais activo, melhorando desta forma a qualidade do processo de ensino-aprendizagem da Geometria Descritiva. Por isso, espera-se com esta pesquisa a dinamização do processo de ensino-aprendizagem da Geometria Descritiva aliado o software GeoGebra para melhorar a qualidade do respectivo processo e responder os desafios da sociedade.
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Orta, Belén, José E. Martínez-Gaya, Alejandro Calle, and Carlos Olmedo. "Teaching Building Structures Graphical Methods with GeoGebra." Advances in Building Education 6, no. 1 (2022): 23. http://dx.doi.org/10.20868/abe.2022.1.4811.
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Graphic methods can be used when teaching Building Structures to solve some problems such as analysis of cables and arches through funiculars tracing; analysis of trusses with the Cremona method; graphically obtaining the lateral earth pressure of the ground on a wall and many other problems. This article presents some tools to solve these problems using GeoGebra, a free interactive mathematical software for education created by Markus Hohenwarter. The usefulness of Geogebra in teaching Building Structures will be presented through specifically created resources. These are new resources with approaches and utilities that commercial software does not have either. For each problem studied, the theory on which it is based is shown, the general description of the parameters used in Geogebra, and the application that has been created. In addition, the learning objectives to be achieved and the results docents will be shown
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Made Agus Adi Setyawan and I Made Citra Wibawa. "Software GeoGebra: As an Assistance to the Guided Inquiry Model in Improving Students' Numeracy Skills." MIMBAR PGSD Undiksha 11, no. 3 (2023): 476–82. http://dx.doi.org/10.23887/jjpgsd.v11i3.65782.
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Students' numeracy skills are still low because mathematics is presented abstractly. Moreover, teachers are less attractive in packaging the learning models and media used, and the application of learning is still conventional and less interactive. The aim of this research is to testThe influence of the guided inquiry model assisted by GeoGebra software on the numeracy abilities of class IV students. The research method is quantitative with a quasi-experimental design with a Non-Equivalent Control Group Design. The study population was 76 students, with sample determination using saturated sampling techniques, 38 students as the control class and 38 students in the experimental class who would be given learning using the guided inquiry model assisted by GeoGebra software. Data was collected using a test method in the form of descriptions obtained after 5 treatments. The instrument uses a set of tests in the form of descriptions. Data analysis techniques use descriptive statistics and inferential statistics (t-test). The results of hypothesis testing showed that the average score of the experimental group was greater than the average score gain of the control group. Based on the results of the data analysis, it can be concluded that there is a significant influenceguided inquiry model assisted by GeoGebra software on the numeracy abilities of class IV students. So, learning activities using GeoGebra software can help to visualize mathematical concepts which can improve students' numeracy skills.
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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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Rosyidi, Abdul Haris, Yurizka Melia Sari, Dini Kinati Fardah, and Masriyah Masriyah. "Designing mathematics problem-solving assessment with GeoGebra Classroom: proving the instrument validity." Journal of Education and Learning (EduLearn) 18, no. 3 (2024): 1030–38. http://dx.doi.org/10.11591/edulearn.v18i3.21191.
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Mathematics education is looking for innovative methods to foster problem-solving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.
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Abdul, Haris Rosyidi, Melia Sari Yurizka, Kinati Fardah Dini, and Masriyah Masriyah. "Designing mathematics problem-solving assessment with GeoGebra Classroom: proving the instrument validity." Journal of Education and Learning (EduLearn) 18, no. 3 (2024): 1038–46. https://doi.org/10.11591/edulearn.v18i3.21191.
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Mathematics education is looking for innovative methods to foster problemsolving skills in students. This research develops a problem-solving assessment using GeoGebra Classroom, a versatile interactive mathematics software, to revolutionize mathematics formative assessment and improve students' problem-solving skills. This study adopted the analysis, design, development, implementation, and evaluation (ADDIE) instructional design model stages. The design stage created a comprehensive assessment blueprint, incorporating GeoGebra Classroom functions to create interactive problem-solving tasks. Data analysis used both quantitative and qualitative approaches. Qualitative data consisted of feedback and suggestions from assessment experts, mathematicians, and GeoGebra specialists. Meanwhile, quantitative data included expert scores and cognitive tests that measured students' problem-solving abilities. A cognitive post-test was conducted to measure the progress of students' understanding while using the assessment product. The results of the content validity analysis, assessed using Aiken's V, ranged from 0.85 to 0.92, indicating a high level of validity for the problem-solving skills assessment in terms of content and construction. Some revisions were made to the design of the developed media to make it more interactive for students. These findings suggest that we can further use problem-solving questions integrated with GeoGebra Classroom to uncover the problem-solving skills of junior high school students.
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Maia, Joaildo, and Marcelo Gomes Pereira. "O SOFTWARE GEOGEBRA: UMA ESTRATÉGIA DE APRENDIZAGEM APLICADA NO ESTUDO DE FUNÇÕES TRIGONOMÉTRICAS." Ciência e Natura 37 (August 7, 2015): 401. http://dx.doi.org/10.5902/2179460x14631.
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http://dx.doi.org/10.5902/2179460X14631This article is based on a clipping from research graduate "stricto sensu" entitled The Education of Trigonometric Functions through Software GeoGebra, job completion to obtain the title of Master Profmat (Professional Master's in mathematics in national network). To this study, we sought to address the weaknesses faced by most students when they were studying trigonometric functions sine and cosine. For this, we proposed the use of software GeoGebra in performing a sequence of activities about the content studied. The research was a qualitative approach, based on observations of the activities performed by the students of 2nd year of high school Federal Institute of Rio Grande do Norte - IFRN - Campus Caicó. The activities enabled check some difficulties encountered by students, well as the interaction between them during the tasks. The results were satisfactory, since they indicate that the use of software contributed to a better understanding of these mathematical concepts studied.
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Sarmiento-Segovia, María José, and Santiago Arturo Moscoso-Bernal1 Moscoso-Bernal. "Geogebra as a resource for the teaching of mathematics: case of the Kennedy Educational Unit." Revista Metropolitana de Ciencias Aplicadas 6, Suplemento 2 (2023): 269–76. http://dx.doi.org/10.62452/5518z767.
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En la Unidad Educativa “Kennedy”, ubicada en la provincia de Azuay, cantón Cuenca, pese a tener las aulas equipadas acorde para la enseñanza, se observa la problemática de la falta de uso de estrategias didácticas específicas, como el uso de un software educativo, para desarrollar las destrezas y habilidades matemáticas. Determinar el nivel de conocimiento docente sobre el uso del software GeoGebra, como herramienta didáctica para el fortalecimiento cognitivo, para aplicarlo en el área de matemáticas en los estudiantes de los Segundos Años de Educación Básica. Al ser una investigación no experimental, el método utilizado fue la observación, manejando como técnica el uso de encuestas y como instrumento de recolección de la información un cuestionario. La población de estudio fue de 28 docentes de Educación General Básica y 4 docentes del área de matemática de la Unidad Educativa Kennedy, con la intención de distinguir el nivel de conocimiento sobre el uso del software GeoGebra para la enseñanza de las matemáticas. Los resultados demostraron que, se debe organizar talleres de formación para profesores sobre cómo utilizar GeoGebra como herramienta didáctica eficaz. Estos talleres cubrirán desde los conceptos básicos del Sofware hasta aplicaciones más avanzadas adecuadas para el nivel docente. Proporcionando ejemplos de cómo se puede integrar en varias materias y conceptos matemáticos en el plan de estudios. En la Unidad Educativa Kennedy se observó que, GeoGebra proporciona una plataforma para que los estudiantes resuelvan problemas matemáticos de forma interactiva. Pueden utilizar las herramientas de GeoGebra para modelar situaciones, realizar cálculos y analizar resultados. Promueve el desarrollo de habilidades para resolver problemas y la capacidad de hacer conexiones entre diferentes conceptos matemáticos.
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Mardhiah, Ainal, M. Ikhsan, and Muhammad Subianto. "Mathematical Connection Ability through the Application of the AIR (Auditory Intellectualy Repetition) Learning Model Assisted by Geogebra Software." International Journal of Education and Digital Learning (IJEDL) 1, no. 4 (2023): 127–32. http://dx.doi.org/10.47353/ijedl.v1i4.21.
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expected model scan fosters students' mathematical connection skills, namely through the application of the AIR (Auditory Intellectual Repetition) model assisted by geogebra software. The purpose of this study was to determine differences in students' mathematical connection abilities after obtaining learning by applying the AIR (Auditory Intellectual Repetition) model assisted by geogebra software. This study used a quantitative approach with a pre-test and post-test control group design. The population of this study was class IX students of SMPN 1 Peukan Pidie by taking samples of two classes consisting of an experimental class and a control class. The sample selection was done by random sampling. The instrument used is a mathematical connection ability test. The data analysis technique uses the ANOVA test. Based on the results of the study, it was found that there were differences in the mathematical connection abilities of students who were taught through the application of the AIR (Auditory Intellectual Repetition) model assisted by geogebra software with conventional learning. Furthermore, the results of this study also identified that there was no interaction between learning and student level on students' mathematical connection abilities.