Playing with maths: GeoGebra application for meaningful education

Cukierman, Uriel; Arnal, Patricia; Cerasulo, Paula; Esperón, Gabriela; Fuertes, Beatriz; Agüero, Martín Jorge; Urdaneta, Rafael; Ibañez, Leonardo Javier; Badaró, Sebastián

doi:10.1109/icl.2014.7017777

Cited by 5 publications

(5 citation statements)

References 11 publications

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“…The game is something that is fun to do and something that is entertaining, the game allows the active participation of students to learn and can provide direct feedback (Aristizabal et al, 2016;Mohd, Shahbodin, Sedek, & Samsudin, 2020;Rahayu, Putri, Zulkardi, & Hartono, 2019). Basically, games were created as a means of entertainment only, but it would be better if games were created as a learning tool so that children can be more creative in thinking (Cukierman et al, 2014;L. D. Pratama & Setyaningrum, 2018).…”

Section: Improving Students' Mathematical Understanding Abilitymentioning

confidence: 99%

“…With the condition that the game does not reduce the effectiveness in learning mathematics. The media that will be used as a game in this research is the GeoGebra application (Cukierman et al, 2014;Ari Septian & Komala, 2019). GeoGebra is a computer program to teach students the concepts of geometry and algebra (Hohenwarter, Hohenwarter, Kreis, & Lavicza, 2008;Wulandari & Raditya, 2017).…”

Section: Introductionmentioning

confidence: 99%

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The improvement of mathematics understanding ability on system of linear equation materials and students learning motivation using geogebra-based educational games

Septian

Monariska

2021

ajpm

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The purpose of this research is to determine the improvement of students' mathematical understanding ability on a system of linear equations using GeoGebra-based game education. This research use quasi-experimental that was conducted on two classes of the school in Indonesia. Class X MIPA 4 as experimental class and X MIPA 3 as control class. Based on the results the average score of N-Gain value analysis, mathematical concept understanding ability in the experimental class is 0.55, and the control class average score is 0.30. Based on the calculation, the Asymp. Sig. (2 tailed) of 0.000 is obtained. Because the significance score is obtained less than 0.05, thus it is rejected and is accepted. So, it can be concluded that the improvement of students' mathematical understanding ability using GeoGebra-based game education is better than the improvement through ordinary learning. The learning motivation of students using GeoGebra-based game education as a positive learning media, but there is no relationship between learning motivation and students' mathematical understanding using GeoGebra-Based Game Education.

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Section: Improving Students' Mathematical Understanding Abilitymentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The improvement of mathematics understanding ability on system of linear equation materials and students learning motivation using geogebra-based educational games

Septian

Monariska

2021

ajpm

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“…This program makes it possible to visualize complicated linear program concepts and help improve students' understanding of the material concepts (Hanč, Lukáč, Sekerák, & Šveda, 2011) (Kushwaha, Chaurasia, & Singhal, 2014) (Bakar, Ayub, & Mahmud, 2015). GeoGebra can also be used to play games that make learning more interesting (Cukierman et al, 2014). GeoGebra can describe mathematical concepts and procedures well through visuals and graphics, so it is very helpful for students in understanding the material.…”

Section: A Introductionmentioning

confidence: 99%

Implementation TANDUR Learning Using GeoGebra Towards Student Learning Result Viewed from Independence Learning

Putri

Wardika

2020

JTAM

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The purpose of this study was to determine the effect of the TANDUR learning model assisted by GeoGebra on mathematics learning outcomes in terms of student learning independence which is a quasi-experimental research. The number of respondents in this study were 71 students. Collecting data on learning independence is collected through a questionnaire, and data on mathematics learning outcomes are collected through tests of mathematics learning outcomes in the cognitive domain. Data analysis was performed using two-way analysis of variance (ANAVA) with the help of SPSS, at a significance level of 5%. The results show that the learning outcomes of students who use the TANDUR learning model assisted by GeoGebra are better than the learning outcomes of students who use conventional learning models, student learning outcomes using the TANDUR learning model assisted by GeoGebra are better than using conventional learning models in students who have learning independence high, and the learning outcomes of students who use conventional learning models are better than students who use the GeoGebra-assisted TANDUR learning model for students who have low learning independence.

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“…En comparación con otros softwares de matemáticas como; Mathematica, Mapple etc., "Geogebra" es más fácil de usar (Kushwaha, 2014). Puede ser empleado en todos los niveles educativos: básica secundaria, media vocacional y superior (Cukierman et al, 2014). Este software ofrece grandes oportunidades para la aplicación práctica en la enseñanza de las matemáticas (Sekulić y Takači, 2013).…”

Section: Geogebraunclassified

Enseñanza del concepto de derivada con Geogebra: una guía didáctica desde el aula de clase / Teaching of the Concept of the Derivative with Geogebra: a Didactic Guide from the Classroom

Vera

2020

GKA revEDUMAT

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A pesar de las diferentes aplicaciones que tiene el concepto de derivada en diferentes áreas del conocimiento; ciencias exactas y naturales, economía, ingeniería, administración, entre otras, numerosas experiencias docentes revelan que la mayoría de estudiantes de cursos de cálculo diferencial presentan dificultades para entender el concepto de la misma, debido a la subjetividad que se genera cuando ésta se define como la pendiente de la recta tangente a una función en un punto determinado, lo que les dificulta ver su gran utilidad. Este trabajo tiene como objetivo presentar la formulación de una guía didáctica para la enseñanza de la derivada con el software libre “GeoGebra”, dirigida a docentes que imparten ésta asignatura en Instituciones de Educación Superior. Se concluye que, gracias al vertiginoso desarrollo de las tecnologías de la información y la comunicación (TIC), el modelo de enseñanza tradicional puede transformarse de manera significativa gracias al constante desarrollo de aplicaciones, programas y software especializado, que permiten convertir las aulas de clase en laboratorios de conocimiento y a los estudiantes en los protagonistas principales de su proceso de aprendizaje.

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Playing with maths: GeoGebra application for meaningful education

Cited by 5 publications

References 11 publications

The improvement of mathematics understanding ability on system of linear equation materials and students learning motivation using geogebra-based educational games

The improvement of mathematics understanding ability on system of linear equation materials and students learning motivation using geogebra-based educational games

Implementation TANDUR Learning Using GeoGebra Towards Student Learning Result Viewed from Independence Learning

Enseñanza del concepto de derivada con Geogebra: una guía didáctica desde el aula de clase / Teaching of the Concept of the Derivative with Geogebra: a Didactic Guide from the Classroom

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