Geometry Sketching Software for
Elementary Children: Easy as 1, 2, 3

Furner, Joseph M.; Marinas, Carol A.

doi:10.12973/ejmste/75376

Cited by 33 publications

(23 citation statements)

References 6 publications

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“…Educators should try the hardest in making Mathematics a very interesting subject in order to attract students' interest and at the same time to help them consciously focus on important mathematical concepts. It is the teachers' responsibility to prepare students to focus on the future world which undoubtedly would depend on mathematics, science and technology (Furner & Marinas, 2007). Technology-based learning provides symbols, formula, tables, graphs, numbers, equations and manipulative materials to link them with various real life ideas and those are indeed parts of conceptual and procedural knowledge (Post 1998).…”

Section: Introductionmentioning

confidence: 99%

The Effectiveness of the GeoGebra Software: The Intermediary Role of Procedural Knowledge On Students’ Conceptual Knowledge and Their Achievement in Mathematics

Zulnaidi

Zamri

2017

EURASIA J MATH SCI T

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The aim of this study was to identify the effects of GeoGebra software on students' conceptual and procedural knowledge and the achievement of Form Two students in Mathematics particularly on the topic Function. In addition, this study determined the role of procedural knowledge as a mediator between conceptual knowledge and students' achievement. This study employed a quasi-experiment approach on 345 students divided into two groups. A group with 169 students used the GeoGebra software, while another 176 students used the conventional method to learn Mathematics. The data were collected through conceptual and procedural tests, and from students' achievement in the topic Function of the Mathematic examination. The data were analysed using the SPSS 22.0, AMOS 18.0 and ANATES v4 software. Findings of the study show that students who used GeoGebra to learn Mathematics have higher mathematical conceptual and procedural knowledge compared to those who learnt Mathematics through the conventional methods. Both experiment groups show that procedural knowledge is a significant mediator between conceptual knowledge and students' achievement in Mathematics. In conclution, GeoGebra software is capable of enhancing students' conceptual and procedural knowledge, which at the same time significantly improves students' achievement.

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Section: Introductionmentioning

confidence: 99%

The Effectiveness of the GeoGebra Software: The Intermediary Role of Procedural Knowledge On Students’ Conceptual Knowledge and Their Achievement in Mathematics

Zulnaidi

Zamri

2017

EURASIA J MATH SCI T

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“…Both software categorized as CAS and DGE have wide variety of applications in teaching mathematics and helpful tool for students' understanding of mathematics subjects. Advantages of effective use of any of these software in classroom environment were mentioned in the previous literature excessively (e.g., Artigue, 2002;Erbas & Yenmez, 2011;Furner & Marinas, 2007;Healy & Hoyles, 2002;Kabaca, 2006;Öçal, 2017). For example, CAS software packages such as Derive, Mathematica and Wolfram Alpha enable students to do mathematical computations with mathematical symbols.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

Öçal¹

2017

HES

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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.

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“…By giving them the opportunity to learn and understand mathematics through technology, students are provided with knowledge to compete and function in the high-tech world. It is the responsibility of educators to provide a bright future for students in the face of the world that depends on Mathematics, Science, and Technology (Furner & Marinas, 2007). Selden and Selden (1992) stated that the concept of function involves a combination of many different branches of modern mathematics.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Using GeoGebra on Conceptual and Procedural Knowledge of High School Mathematics Students

Zulnaidi¹,

Zakaria²

2012

ASS

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The purpose of this study was to determine the effect of GeoGebra on conceptual and procedural knowledge of function. The study involved 124 high school students from Ujung Batu Rokan Hulu, Riau, Indonesia. A total of 60 students were in the treatment group and 64 students were in the control group. The data was collected using the conceptual and procedural knowledge test of function. The results showed significant differences between treatment and control groups (t = 2.375, p <0.05), in that the treatment group had significantly higher conceptual knowledge compared to control group. The treatment group differed significantly from the control group in procedural knowledge (t = 2.215, p <0.05). The findings of this study would provide schools administrator and teachers the opportunity to use GeoGebra software for teaching and learning mathematics. The education ministry is expected to provide training for teachers to improve their skills in the use of GeoGebra.

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Geometry Sketching Software for Elementary Children: Easy as 1, 2, 3

Cited by 33 publications

References 6 publications

The Effectiveness of the GeoGebra Software: The Intermediary Role of Procedural Knowledge On Students’ Conceptual Knowledge and Their Achievement in Mathematics

The Effectiveness of the GeoGebra Software: The Intermediary Role of Procedural Knowledge On Students’ Conceptual Knowledge and Their Achievement in Mathematics

The Effect of Geogebra on Students’ Conceptual and Procedural Knowledge: The Case of Applications of Derivative

The Effect of Using GeoGebra on Conceptual and Procedural Knowledge of High School Mathematics Students

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