Integrating the properties of computer algebra systems and dynamic geometry environments, Geogebra became an effective and powerful tool for teaching and learning mathematics. One of the reasons that teachers use Geogebra in mathematics classrooms is to make students learn mathematics meaningfully and conceptually. From this perspective, the purpose of this study was to investigate whether instruction with Geogebra has effect on students' achievements regarding their conceptual and procedural knowledge on the applications of derivative subject. This study adopted the quantitative approach with pre-test post-test control group true experimental design. The participants were composed of two calculus classrooms involving 31 and 24 students, respectively. The experimental group with 31 students received instruction with Geogebra while the control group received traditional instruction in learning the applications of derivative. Independent samples t-test was used in the analysis of the data gathered from students' responses to Applications of Derivative Test which was subjected to them before and after teaching processes. The findings indicated that instruction with Geogebra had positive effect on students' scores regarding conceptual knowledge and their overall scores. On the other hand, there was no significant difference between experimental and control group students' scores regarding procedural knowledge. It could be concluded that students in both groups were focused on procedural knowledge to be successful in learning calculus subjects including applications of derivative in both groups. On the other hand, instruction with Geogebra supported students' learning these subjects meaningfully and conceptually.

No abstract

No abstract

This study is a meta-analysis study investigating the effect of the use of GeoGebra software on students' academic achievements in mathematics lessons. With this respect, studies conducted in Turkey were browsed via Council of Higher Education (YÖK) Thesis Center, Turkish Academic Network and Information Center (ULAKBİM) and from database such as Google Scholar. Total of 36 experimental studies and 39 effect sizes were obtained. The sample of this meta-analysis study consisted of a total of 1892 students, 951 of which were in experimental and 941 were in control groups. The moderator analyses and the average effect size values were examined by coding the studies according to the study year, publication type, education level, learning domain, school type and sample sizes. It was concluded that each study included in this study had a positive effect size value and the average effect size value was 0,886, indicating that this study had a high effect size and that GeoGebra software positively affected students' academic achievement. Moreover, it was found that the variables in the study had a homogeneous structure and that the effect size values did not make any statistically significant difference.

The purpose of this study is to determine students' learning levels in derivative subjects and their misconceptions. In addition, this study aims to compared to the effects of the computer based instruction and traditional instruction in resolving these misconceptions. For this purpose, 12th grade 70 students were chosen from high schools in Ağrı city with simple random sampling method. With the pre-test results, the misconceptions were determined and these misconceptions were tried to be relieving in two groups of students with computer based instruction and traditional instruction, separately. The result of the study showed that both the computer based instruction by using Derive software and traditional instruction methods were effective in resolving misconceptions that students constructed. However, it was found that the computer based instruction was more effective than traditional in relieving them.