GeoGebra in mathematics education: a systematic review of journal articles published from 2010 to 2020

Yohannes, Abebayehu; Chen, Hsiu‐Ling

doi:10.1080/10494820.2021.2016861

Cited by 32 publications

(26 citation statements)

References 55 publications

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“…GeoGebra stands out as a technological tool for its remarkable effectiveness when applied as instructional material in the design and understanding of geometric shapes (Ju et al, 2020). Consequently, the GeoGebra software is utilized as a technological tool to enhance both theoretical and practical forms of teaching and learning, resulting in improved performance and conceptual understanding (Yohannes and Chen, 2021).…”

Section: Geogebramentioning

confidence: 99%

A transversal and practical education as a business success factor: literature review of learning process of basic design through ICT tools

Turienzo

2024

JMBE

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The ongoing societal transformation propelled by innovation and digitalization is amplifying the demand for technological adeptness among current and upcoming professionals. Consequently, there's a pressing need to revamp the educational system and its methodologies to elevate the requisite skill set. Spatial reasoning, innovative thinking, and creativity stand as pivotal proficiencies essential for enabling future professionals to swiftly craft adaptable prototypes catering to client needs. However, conventional teaching approaches exhibit shortcomings in nurturing spatial reasoning, necessitating deeper exploration within the realm of education. This study delves into novel 3D design tools aimed at facilitating three-dimensional modelling within educational settings. The findings underscore the imperative use of digital tools in crafting 3D objects, fostering the development of spatial visualization skills. Moreover, they emphasize the significance of intertwining ICT knowledge, programming skills, and pertinent soft skills. Such an amalgamation equips future professionals with enhanced work capabilities, a comprehensive grasp of market needs, and refined product commercialization strategies.

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Section: Geogebramentioning

confidence: 99%

A transversal and practical education as a business success factor: literature review of learning process of basic design through ICT tools

Turienzo

2024

JMBE

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“…Subsequently, a pilot study was conducted to assess normative values for the dimensions of the variable. The Interface dimension was categorized as inadequate (8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18), moderate (19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29), and appropriate (30-40), while Interactivity was classified as inadequate (6)(7)(8)(9)(10)(11)(12)(13), moderate (14)(15)(16)(17)(18)(19)(20)(21)(22), and appropriate (23)(24)(25)(26)(27)(28)(29)(30).…”

Section: Instrumentsmentioning

confidence: 99%

“…Additionally, in terms of reliability analysis, an acceptable value was reported (α = 0.985). Normative values for information acquisition were segmented into three levels: low (8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18), moderate (19)(20)(21)(22)(23)(24)(25)(26)(27)(28)(29), and high (30)(31)(32)(33)(34)(35)(36)(37)(38)(39)(40). The dimension of incorporation of new knowledge was divided into three categories: low (6-13), moderate (14)(15)(16)(17)(18)(19)(20)(21)(22), and high (23)(24)(25)(26)(27)(28)(29)…”

Section: Instrumentsmentioning

confidence: 99%

“…Despite the extensive array of computer tools available to drive educational strategies, the new challenge is to identify which software has proven effective in instilling mathematical competencies in students [11][12][13] . In this multitude of tools, GeoGebra software has stood out for its main features: open-source code, open license, and user-friendliness.…”

Section: Introductionmentioning

confidence: 99%

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Geogebra Software as A Guideline for Meaningful Learning of Mathematical Content for Ninth- Grade Students in Ecuador – A Secondary Publication

Chulde

2024

ssr

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The introduction of the GeoGebra software led to a considerable increase in the interactivity of the didactic sequence of learning mathematical contents, a scenario that highlighted the inclusion of the meaningful learning model as the basis of pedagogical proposals. In this sense, the objective of this article was to determine the relationship of the GeoGebra software in the learning of mathematics in ninth-grade students in the General Education (GE) of the Yaruquí Public Educational Unit. Relational research with a non-experimental and transversal design was carried out to measure the variables in 44 ninth-grade students through the collection of data using valid and reliable instruments. The results indicated that a large number of students deemed the interface and interactivity of the GeoGebra software as “appropriate” (> 60%) and showed high levels of information acquisition and incorporation of new knowledge (68.2%). The correlational analysis revealed positive directions and moderate levels between the dimensions of the two variables (0.430 < Rho < 0.515); overall, a direct and moderate correlation was observed between GeoGebra software and mathematical learning (Rho = 0.549, R2 = 0.301). Finally, it was concluded that higher scores in the dimensions of GeoGebra software would manifest in high scores for meaningful learning of mathematical content.

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“…A pesar del extenso bagaje de herramientas informáticas para conducir las estrategias educativas, el nuevo desafío es conocer qué software ha demostrado su eficiencia para instaurar competencias matemáticas en los escolares (Bakar et al, 2015;Yohannes y Chen, 2021;Pumacallahui et al, 2021). En esta multiplicidad de herramientas, el software Geogebra se ha destacado por sus características principales: código libre, licencia abierta y practicidad en su funcionamiento.…”

Section: Introductionunclassified

El software Geogebra como elemento directriz del aprendizaje significativo de contenidos matemáticos en escolares de noveno grado de Ecuador.

Chulde¹

2022

sis

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La inclusión del software Geogebra propició un incremento considerable en la interactividad de la secuencia didáctica de aprendizaje de contenidos matemáticos, escenario que puso en relieve la inclusión del modelo de aprendizaje significativo como base de las propuestas pedagógicas. En ese sentido, el presente artículo se propuso como objetivo determinar la relación del software matemático Geogebra en el aprendizaje de las matemáticas en estudiantes del noveno año de Educación General Básica (EGB) de la Unidad Educativa Fiscal “Yaruquí”. Se constituyó una investigación de nivel relacional con diseño no experimental y transversal para la medición de las variables en 44 estudiantes del noveno año a través de la recolección de datos por intermedio de instrumentos válidos y confiables. Los resultados indicaron que gran cantidad de estudiantes perciben como “apropiado” en interfaz e interactividad del software Geogebra (>60%) y elevados niveles de adquisición de información e incorporación de nuevos conocimientos (68.2%), el análisis correlacional reveló que existen direcciones positivas y niveles moderados entre las dimensiones de las dos variables (.430 < Rho < .515), a nivel general se observó correlación directa y moderada entre software Geogebra y aprendizaje matemático (Rho=.549, =.301). Se concluyó que mayores puntuaciones en las dimensiones del software Geogebra se manifestarán en puntuaciones altas de aprendizaje significativo de contenidos matemáticos.

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GeoGebra in mathematics education: a systematic review of journal articles published from 2010 to 2020

Cited by 32 publications

References 55 publications

A transversal and practical education as a business success factor: literature review of learning process of basic design through ICT tools

A transversal and practical education as a business success factor: literature review of learning process of basic design through ICT tools

Geogebra Software as A Guideline for Meaningful Learning of Mathematical Content for Ninth- Grade Students in Ecuador – A Secondary Publication

El software Geogebra como elemento directriz del aprendizaje significativo de contenidos matemáticos en escolares de noveno grado de Ecuador.

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