Attitude of Secondary Students towards the Use of GeoGebra in Learning Loci in Two Dimensions

Rajagopal, Sheela; Ismail, Zaleha; Ali, Mohamad Bilal; Sulaiman, Norhafizah

doi:10.5539/ies.v8n13p27

Cited by 6 publications

(5 citation statements)

References 12 publications

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“…The overall results demonstrate an enhancement in pupils' geometric thinking of second grade (Year 2) after the intervention which concurs with the findings of previous studies conducted in Malaysia (Rajagopal, et al 2015;Tay, 2003;Meng and Idris, 2012). The students who took the pretest have studied the 3-D and 2-D shapes in a conventional setting.…”

Section: Research Question 7 Is There a Significant Different In Visusupporting

confidence: 81%

Learning 2-Dimensional and 3-Dimensional Geometry with Geogebra: Which Would Students Do Better?

Ismail¹,

Rahman²

2017

Int. J. Emerg. Math. Educ.

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AbstrakTujuan dari penelitian ini adalah untuk menguji pemikiran geometris dari anak-anak yang bekerja dengan GeoGebra untuk belajar geometri dua dimensi (2-D) dan tiga dimensi (3-D). GeoGebra adalah bersumber software matematika dinamis terbuka yang berlaku untuk belajar matematika dari sekolah dasar sampai sekolah menengah dan pendidikan tinggi. Tiga puluh murid belajar di kelas dua (Tahun 2) di sekolah yang terletak di Pontian, sebuah distrik di salah satu negara Malaysia berpartisipasi dalam studi. Mereka menghadiri sesi GeoGebra untuk membangun dan menganalisis dinamika geometri dua dimensi dan tiga dimensi setelah belajar topik ini dalam pengaturan konvensional. Pretest dan posttest pada kemampuan spasial dua dimensi dan tiga dimensi berdasarkan Van tingkat Hiele berpikir geometrik diberikan kepada siswa. Perbandingan antara pretest dan posttest menunjukkan peningkatan hasil yang signifikan dalam visualisasi dan deduksi informal yang baik untuk 2-D dan 3-D geometri. Selain itu dari intervensi, yang paling siswa manfaat dalam menganalisis 3-D dan memvisualisasikan 2-D geometri. Menariknya, keterampilan dan pengetahuan yang diperoleh melalui kegiatan menggunakan GeoGebra di lingkungan belajar yang berpusat pada siswa bisa berhasil dipindahkan ke kertas dan pensil menguji. Kata kunci: pemikiran geometris, GeoGebra, Van Hiele AbstractThe purpose of this study is to examine the geometric thinking of young children who worked with GeoGebra to learn two-dimensional (2-D) and three-dimensional (3-D) geometry. GeoGebra is an open sourced dynamic mathematics software which is applicable for learning mathematics from primary school to secondary school and to higher education. Thirty pupils studying in second grade (Year 2) at a school located in Pontian, a district in one of the Malaysian state participated in the study. They attended GeoGebra sessions to construct and analyze dynamics of two-dimensional and three-dimensional geometry after learning these topics in the conventional setting. Pretest and posttest on two-dimensional and three-dimensional spatial ability based on Van Hiele level of geometric thinking were administered to the pupils. The comparison between pretest and posttest results demonstrate significant enhancement in visualization and informal deduction for both 2-D and 3-D geometry. Moreover from the intervention, the students benefit most in analyzing 3-D and visualizing 2-D geometry. Interestingly, skills and knowledge acquired through activities using GeoGebra in student-centered learning environment could be successfully transferred to paper and pencil test.

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Section: Research Question 7 Is There a Significant Different In Visusupporting

confidence: 81%

Learning 2-Dimensional and 3-Dimensional Geometry with Geogebra: Which Would Students Do Better?

Ismail¹,

Rahman²

2017

Int. J. Emerg. Math. Educ.

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“…ATU was the third most essential factor. Reference [31] and [32] have indicated that PU and PEOU significantly influence students' ATU of GeoGebra. Therefore, improving PU and PEOU can enhance ATU and usage intention.…”

Section: Discussionmentioning

confidence: 99%

“…PU PU, defined as -the degree to which a person believes that using a particular system would enhance his or her job performance‖ [54] (p. 320), is hypothesized to be a fundamental determinant of technology adoption. The results of [31] and [32] revealed that PU exerted a considerable influence on students' attitudes toward usage of GeoGebra. This study analyzed the effect of PU on behavioral intention and proposed the following hypothesis.…”

Section: Research Model and Hypothesesmentioning

confidence: 95%

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Predicting the Determinants of Dynamic Geometry Software Acceptance: A Two-Staged Structural Equation Modeling — Neural Network Approach

Chen¹

2020

IJIET

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“…A number of studies dealt with influence that ICT usage in Mathematics instruction can have on students' creativity, knowledge building, quality of knowledge and their academic achievements. Some of them suggest that ICT usage in the Mathematics instruction can boost students' parameters (Arbain & Shukor, 2015;Brown, 2010;Hopper, 2009;Rajagopal et al, 2015), but there are more studies (Bennett & Maton, 2010;Bullen et al, 2011;Oblinger & Oblinger, 2005;White & Le Cornu, 2011) showing that the context is the key factor in understanding quality and efficiency of ICT impact on students' parameters.…”

Section: Introductionmentioning

confidence: 99%

Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies

Ljajko¹

2020

Bull Nat Sci Research

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Teacher competencies are among the key factors of a successful mathematics instruction. The main goal of the study was to compare teachers' beliefs and attitudes affected by different strategies in organizing the instruction process. The study gives a comparison of teachers' competencies in three groups of teachers - one teaching mathematics without ICT, the second using ready-made GeoGebra applets and the third one developing their own GeoGebra applets in cooperation with their students. The survey includes 65 mathematics teachers working in 21 primary and secondary schools in southern regions of Serbia. We observed, assessed and compared affective-motivational characteristics of teachers - their beliefs and professional motivation. Results indicate that the teachers' affective-motivational characteristics depend on the way they employ technology in representing the content they teach. If the technology is used in an inappropriate manner it can impede the students' creativity, but it also obstructs teachers in deploying their full abilities in the process. The results also bring to the fore issues concerning ways to maintain positive effects achieved through ICT empowered instruction organized in the way the third group of teachers did.

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Attitude of Secondary Students towards the Use of GeoGebra in Learning Loci in Two Dimensions

Cited by 6 publications

References 12 publications

Learning 2-Dimensional and 3-Dimensional Geometry with Geogebra: Which Would Students Do Better?

Learning 2-Dimensional and 3-Dimensional Geometry with Geogebra: Which Would Students Do Better?

Predicting the Determinants of Dynamic Geometry Software Acceptance: A Two-Staged Structural Equation Modeling — Neural Network Approach

Mathematics teacher's perceptions about influence of different ICT usage strategies on their competencies

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