GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes

Abstract

<p class="0abstract">The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfaces of 3-D shapes. In addition, prospective elementary teachers have positive attitudes towards integrating GeoGebra in elementary initial teacher training. They believe that GeoGebra supports them to understand better the concepts of volume and surface area of 3-D shapes, facilitate students to understand the properties of a geometry object, and compare the object one made using hand drawing to using GeoGebra. Meanwhile, difficulty in using the tools to construct 3-D shapes in GeoGebra becomes a hinder to understand mathematics concepts and properties. The implication of this study is that there is a potential to integrate GeoGebra in mathematics learning in elementary teacher training.</p>

Improving Students’ Mathematical Reasoning Abilities Through Social Cognitive Learning Using GeoGebra

“…This conclusion backs up the findings of [37], which explains that social cognitive learning theory can be implemented in the online learning process during the Covid-19 epidemic. This finding is consistent with the previous study [20], [24], [26], [29], [31], [64], which found that GeoGebra can be integrated into mathematics learning and aid in the process of grasping mathematical ideas. On the other hand, the results of the study report that the problem-based learning model is not bad.…”

“…Equations and coordinates, on the other hand, may be directly inserted. Algebraically specified functions can therefore be dynamically adjusted [20], [34]- [36].…”

“…Currently, the situation of online learning as a medium in continuing the teaching and learning process during the Covid-19 period [20]. This situation requires adjustment of the learning process compared to before, so that the learning paradigm in a situation like this is an absolute must to change.…”

“…Rapid developments in the world of technology make a positive contribution in the process of conveying mathematical concepts [24]- [28]. Research findings state that computer-assisted teaching materials can expand mathematical knowledge in exploring subject matter [20], [24], [26], [29], [30]. GeoGebra is one of the many application software that can help in visually understanding a concept in mathematics [20], [31].…”

“…Research findings state that computer-assisted teaching materials can expand mathematical knowledge in exploring subject matter [20], [24], [26], [29], [30]. GeoGebra is one of the many application software that can help in visually understanding a concept in mathematics [20], [31]. GeoGebra has a feature that can run on a computer or mobile device, so this makes GeoGebra more flexible than similar applications [26].…”