This article explores studies that investigated GeoGebra integration and its effectiveness in teaching and learning mathematics. The study examines existing studies on how and why GeoGebra enhanced students’ performance; understanding, analytical thinking, generalization, abstract thinking, representation, and logical thinking. By a deep exploration of the main construct of the study, we collected and analyzed 20 studies whose results reported that GeoGebra added values when applied in teaching and learning in different mathematical domains. The reviewed literature identified four domains in Mathematics: Geometry, Algebra, Calculus, and Trigonometry that was studied. The majority of the reviewed studies investigated the integration of GeoGebra in Geometry and few studies were found in other mathematical domains. The literature ascertains that students can explore independently the software and acquire mathematical concepts with minimum assistance from the teacher. The results from the reviewed literature, on the one hand, indicated 16/20 or (80 %) of the studies generally showed that GeoGebra is effective in teaching and learning Mathematics since GeoGebra contributed in enhancing students’ understanding of mathematical concepts and improved students’ interest to learn mathematics. On the other hand, only 4/20 studies or (20%) showed non-effectiveness of GeoGebra since students in both experimental and control groups did not show the difference in their performance after being both given post-tests or an interview. This may indicate that although GeoGebra seems to be largely effective, such effectiveness is dependent on the way it is integrated into the teaching and learning process. Therefore, we recommend that other research should step up investigating why most of the studies were found in the Geometry domain and few in other domains.
Using technology for learning geometry has been found to have a positive impact on students’ skills and attitudes. GeoGebra software is effective in encouraging teachers to employ technology as a supporting tool to improve student potential in their learning of mathematics. However, GeoGebra software has not yet been formally introduced into the teaching and learning of mathematics in Rwanda. This research aimed to ascertain Rwandan upper secondary school students’ attitudes when learning geometry with GeoGebra. A total of 84 participants from four schools were purposively sampled and categorized into two quasi-experimental design groups. A group of 44 students was the control group, and 40 students formed an experimental group. Attitude scales were administered to both groups pre and post intervention. Students in the control group were taught geometry in the traditional way, and students in the experimental group studied 3D geometry using GeoGebra software as a supporting tool. To collect data, we used a standardized attitude scale. The results reveal a statistically significant difference between the groups and, therefore, confirm the effectiveness of GeoGebra in improving students' attitudes when learning 3-D geometry. However, a correlation analysis did not find a high correlation between students' performance and attitude. Based on the results, the researchers recommended integrating GeoGebra software at different levels of education in Rwanda, in mathematics curricula generally, and in geometry in particular.
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