Learners in the 21st century need technological support in the learning process because of the advancements made in technology for teaching and learning. A GeoGebra-oriented classroom uses one of these technologies that can be implemented in the classroom. The new developed cycle model implemented in the study and explored the effect of using GeoGebra mathematical software on students' perceptions to using GeoGebra software to learn calculus. A mixed research methodology was employed. In the quantitative part of the study, a closed-ended questionnaires were used by clustering into themes and interview for the qualitative part of the study. The study was conducted at a university in Ethiopia that lasts for four weeks, and the university was selected purposively. The quantitative data were analyzed using SPSS version 27 while the qualitative data were coded into themes and analyzed using computer software ATLAS.ti 9. Students expressed positive perceptions towards the use of GeoGebra for learning differential calculus and 74% of students were satisfied with the preferences of the GeoGebra lesson-oriented course offered in the study while 70% were also interested in scaffolding activities and activities included in the developed model during interventions.
This qualitative case study analysed how first year university mathematics students used words, images and symbols to convey the same mathematical ideas. The study was located within the interpretivist paradigm and took naturalistic methodology. Twenty six first year students were purposefuly selected to participate in the study. Data was collected through analysing students’ assignments scripts followed by semi-structured interviews. The study sought to answer the questions: How did the first year university students` use of words, symbols and images to convey mathematical ideas. The data were analysed using Lave and Wenger`s (situated learning and Seo ` mathematical communication theories. Data analysis focused on the structure and usage of symbols, images and words to commucaite mathematical idea. The results of the study shows that the students experienced difficulties in using words, images and symbols to communicate the same mathematical idea. There was contradictions meanings between images, words and symbols usage in attempt to define same concept. It is recommended that encouraging studets to wave between words, symbols and images to communicate mathematica concepts will improve understanding of mathematical concepts. First year university mathematics teachers are encouraged to not only used one method of mathematical communication when definining concepts. Moreover, it is recommended that formal mathematics definition be used after students graps the meaning of concepts using everyday day words and images. The abstractness should only follow after the difinitions are understood intuitively and can be represented diagrammatically or with images.
The study aimed to investigate the effect of GeoGebra on students’ ability to learn calculus. Calculus can be a challenging subject to teach. Moreover, students have problems, especially in connecting the concepts of calculus with the real world. Concerning gender, the study looked at the impact of utilizing GeoGebra Mathematical software on students’ calculus proficiency and ability to utilize GeoGebra software to learn calculus. The study developed a cycle model that posits nine steps to promote the teaching and learning process with the help of GeoGebra to improve the learning process. A quantitative research methodology was employed to achieve the goal of the study. A quasi-experiment with a pretest and posttest design was used in the quantitative part of the study. Students learning calculus were the subjects of the study, which took place at a university in Ethiopia. The quantitative data were analyzed using SPSS version 27. The results show that there is a significant difference between pretest and posttest in students’ performance (ability) when using GeoGebra mathematics software, indicating that students performed better after the intervention (F (1,64) = 10.495, p = 0.002 < 0.05). The treatment benefited both high- and low-ability pupils in their brain-based learning, although students in the experimental group, both female and male, outperformed those in the control group. While the GeoGebra-oriented learning approach to calculus has the potential to improve competency, it is still necessary that it be structured (cycle model) to address a specific deficiency.
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