ICT-supported problem solving and collaborative creative reasoning: Exploring linear functions using dynamic mathematics software

Principles for designing mathematical tasks that enhance imitative and creative reasoning

“…Sidenvall et al (2015) found that students in ordinary classrooms mainly use AR and that apart from obtaining solution templates from books and teachers, the students' peer-peer interaction commonly involves copying one another's solutions. A study by Granberg and Olsson (2015) found that the dynamic software GeoGebra supports collaboration and CMR by providing students with a shared working space and feedback that enhances their creative reasoning. Van Steenbrugge and Norqvist (2016) identified relationships among task design, student characteristics and reasoning type.…”

Some of the Potential Affordances, Challenges and Limitations of Using GeoGebra in Mathematics Education

“…The parametric Bézier curves widely used in computer graphics and for animation purpose, can also be constructed with the help of the input bar and slider of GeoGebra as shown in Figure 7. GeoGebra supplemented lessons enhanced students' motivation (Liu et al, 2011;Reis, 2010;Reis & Ozdemir, 2010;Vargas & Gamboa, 2013) and their mathematical reasoning and problem solving skills (Acuña, 2014;Akanmu, 2016;Albaladejo et al, 2015;Granberg & Olsson, 2015;Muzdalipah & Yulianto, 2015). Particularly, lessons on coordinate geometry (Khalil et al, 2018;Saha et al, 2010), on trigonometry (Rahman & Puteh, 2017;Zengin et al, 2012), in examining functions and their graphs (Takači et al, 2015), on statistics (Arbain & Shukor, 2015;Emaikwu et al, 2015), in understanding theorems related to circles (Bhagat & Chang, 2015;Praveen & Leong, 2013), fractions (Bulut et al, 2016), and on transformation geometry (Seloraji & Eu, 2017;Xistouri & Pitta-pantazi, 2013) improved students' academic result.…”

“…GeoGebra is a suitable tool to implement both student centered and teacher centered approach. More importantly, students' involvement in lessons, their collaboration, and their reasoning skills are improved while using GeoGebra (Granberg & Olsson, 2015;Hähkiöniemi, 2013;Takači et al, 2015). A methodological framework signifying GeoGebra's role as an amplifier and an organizer is presented by (Sherman, 2014).…”

Dynamic Software, Task Solving With or Without Guidelines, and Learning Outcomes

“…Thus, dynamic software's ability to visualize relations between representations, offer feedback on students' actions, and provide multiple variations is outlined as beneficial for learning mathematics. That is, there are studies showing that dynamic software may support students' understanding of mathematics (Diković 2009;Leung 2008), enhance their reasoning (Natsheh and Karsenty 2014;Granberg and Olsson 2015), and encourage them to explore, that is, to try out multiple ideas during problem solving (FahlbergStojanovska and Stojanovski 2009;Hohenwarter and Jones 2007;Hähkiöniemi and Leppäaho 2012). The above-mentioned dynamic features provided by software such as GeoGerba are described as difficult to reproduce when working with pen and paper, and are therefore used to explain the positive effects of using such software.…”