1,038 research outputs found
The Impact of Geogebra Software on the Performance of Grade 10-Algebra Students in Graphing Quadratic Functions in Al Ain
GeoGebra is an interactive mathematics program for teaching and learning mathematics from early school years up to the university level. The program is considered dynamic mathematics software that enables student to see and explore mathematical concepts, their relations, and theories. The main objective of this study is to examine the effect of using GeoGebra on students’ understanding of Quadratic Functions in 10th grade Emirati students in Al Ain, United Arab Emirates. A quasiexperimental design was employed to collected data using a pre-test and post-test tool to evaluate the effectiveness of the GeoGebra software intervention. Eighty-five (n=85) participants were randomly divided into two groups of control and experimental. The result of the post-test indicated a statistically significant point of preference of using GeoGebra for the experimental group over the control group. Specifically, results revealed that students who were exposed to GeoGebra achieved a higher average score (M= 22.10, SD= 5.363) on the overall score compared to the score (M= 17.56, SD= 5.655) of students of the control group as well as all the examined outcomes except the Interpret and use the graph of a quadratic function post factor. The research findings will facilitate further research on the use of GeoGebra on different concepts in mathematics. Additionally, it gives some recommendation for professional development for the implementation of GeoGebra in classroom practices for mathematics teachers
Implementing Technology Enhanced Mathematical Instruction in an Algebra I Course to Increase Students’ Academic Achievement in Mathematics
In July 2015, the National Council of Teachers of Mathematics established its position about the use of technology in teaching and learning mathematics. This important step forward opened a promise for many students and teachers that deserve the excellence of high-quality education in one of the most difficult educational subjects. In the 21st century, mathematics education can be one of the greatest recipients of all technological benefits reached by the most advanced societies of the earth.
The purpose of this applied dissertation was to measure the effects in mathematics academic achievement of implementing technology-enhanced mathematical instruction to a group of seventh graders taking an accelerated course of algebra I. The problem of the study was that a large number of students were not achieving proficiency levels in fundamental algebra benchmarks such as algebra modeling, function modeling and statistics, and number system. The study included one experimental group, who received mathematics instruction using technology-enhanced mathematical instruction (TEMI), and a control group, who did not receive TEMI instruction.
Both groups were assessed at the beginning of the experiment with a pre-test and the end of the study with a post-test. Additionally, a motivation survey about the use of technology during mathematics instruction was given to the experimental group at the end of the study
Tackling Math Anxiety through Photography while using GeoGebra
Math teachers can insert photographs into GeoGebra software then explore various math objectives related to the Common Core Math Standards, the paper shows how to motivate students to learn math and minimize math anxiety while doing it. While covering the new Common Core State Standards, the topics will explore the math that surrounds us in the real world thus creating a connection between the abstract math and the life experiences. When math has a purpose, then students are willing to spend time in exploring and understanding new concepts. Real-life photographs that are inserted into GeoGebra will provide the basis to observe relationships with different and similar shapes. Technology like GeoGebra can help motivate young learners to enjoy learning mathematics while addressing math anxiety and attitudes. The presentation/paper will show educators how by importing photography into the GeoGebra software, teachers can explain math concepts and make the learning of math more real-world and relevant. In an age of STEM, it is critical that we motivate and turn young people onto math through technology. Online websites and resources for addressing math anxiety and attitudes are also shared
The Effects of Using GeoGebra on Student Achievement in Secondary Mathematics
According to the National Assessment of Educational Progress (NAEP), in 2010 approximately 30% of 12th grade United States (U.S.) students were proficient or advanced in mathematics, 38% were basic in mathematics, and 32% were below basic (NCES, 2013). The U.S. adopted the curricula of higher performing nations through the Common Core State Standards (CCSS). The CCSS for mathematics advises teachers to integrate technology into the classroom as a manipulative to help students engage in high-level mathematical concepts. The purpose of this study was to determine if integrating GeoGebra, an iPad application, would have a positive effect on student understanding of High School Geometry. This is an experimental quantitative study with a nonequivalent pre-test and post-test design using a treatment (i.e., using GeoGebra) and a control group (i.e., not using GeoGebra). During the five-week intervention, the treatment group used GeoGebra while the control group had normal instruction. Independent and paired t-tests were conducted to determine if significant differences were found between the treatment and the control groups scores on the Module 5 math test. Based on the results, student scores improved when using the application (i.e., treatment group); however, not statistically higher than the control group. Therefore, future studies need to be conducted to continue to assess the effectiveness of using iPads during instruction
Learning Concepts of Mathematics using GeoGebra at the College Level
ABSTRACT:Â This paper presents new trends in technology and learning through Geogebra, which could be especially important for the future development of e-learning for College mathematics. Also, contribution of this paper is presentation of methodological frames on several specifics examples for teaching mathematics at the college level on interactive and creative way
BSRLM geometry working group: establishing a professional development network to support teachers using dynamic mathematics software GeoGebra
The embedding of technology into mathematics teaching is known to be a complex process. GeoGebra, an open-source dynamic mathematics software that incorporates geometry and algebra into a single package, is proving popular with teachers - yet solely having access to such technology can be insufficient for the successful integration of technology into teaching. This paper reports on aspects of an NCETM-funded project that involved nine experienced teachers collaborating in developing ways of providing professional development and support for other teachers across England in the use of GeoGebra in teaching mathematics. The participating teachers tried various approaches to better integrate the use of GeoGebra into the mathematics curriculum (especially in geometry) and they designed and led professional development workshops for other teachers. As a result, the project initiated a core group which has started to be a source of support and professional development for other teachers of mathematics in the use of GeoGebra
GEOGEBRA APPLIANCE IN THE TEACHING OF MATHEMATICS IN LOWER GRADES OF ELEMENTARY SCHOOL
Technology has been imposed on today’s students since their birth, them being surrounded by computers, tablets and other tools of the digital age. Mathematics is a teaching subject which represents the gratest obstacle to students in their schooling and prejudice against it has existed since the very beginning of schooling. Information and communication technology can make its learning much easier, both to students and teachers. The aim of the paper was to determine if there was a difference in the achievement of the students taught by contemporary GeoGebra classes and traditional classes. By conducting the research and interpreting the results, the GeoGebra program was found to have a significant role in learning of new contents in mathematics, and students have shown progress by working in the contemporary mode of GeoGebra program. It can be said that this program is very convenient in learning maths, especially in geometry, and the students were satisfied with their work in the program, what is confirmed with the results of the survey questionnaires on satisfaction issue
DEVELOPMENT AND EFFECTIVENESS OF GEOGEBRA BASED LEARNING MEDIA REVIEWED FROM LEARNING RESULT AND SELF CONFIDENT
This study aims to develop Geogebra-based learning media in linear programing course for semester V students of Mathematics Education, Ahmad Dahlan University. The effectivenss of this learning media is measured based on student learning outcomes and confidence. The development model used is the borg and Gall development model that includes: (1) standard content analysis, (2) multimedia reference collection, (3) multimedia design, and (4) manufacture of GeoGebra-based learning media in the form of applets. The revision of learning media assessed by the material and learning experts, media experts and tested on the students, both small and large classes, I,e 38 students of mathematics education university Ahmad Dahlan. Learning media generated have good quality (B) according to the assessment of material and learning experts, media experts, and 38 students, with an average score of 209.48 from a maximum score of 260. The effectiveness of instructional media viewed from two aspects: student confidence and results learn. Geogebra-based learning media is effective regarding student self-confidence and student learning outcomes in linear course
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