The Development of Mathematical Achievement in Analytic Geometry of Grade-12 Students through GeoGebra Activities

Abstract

This research provides the instructional exploration of analytic geometry pattern based on van Hiele thinking pattern, and the potential of GeoGebra effect on experimental group along with its nested group (high and low achievers) in comparison with control group in analytic geometry. To investigate the significant effect of GeoGebra, the two match groups were constructed on their previous grade-11 mathematics records with almost equal statistical background and with the same compatibility in the biological age. Further, six-week experiments of 22 lessons were prepared and two teaching methods (tradition vs DGS aided instructions) were tested. Three hypotheses were carried out i.e. Treatment does not significantly affect, the two groups in mathematical achievement mean scores and, the higher and low achievers of the two groups in mathematical achievement mean scores. To measure the treatment effect, t-test was used by SPSS. Analyses of the research revealed that experimental group performed well, while; GeoGebra was influential in favor of low achievers in comparison to control low achievers.

Investigation of the Development of van Hiele Levels of Geometric Thinking in a Computer Supported Collaborative Learning (CSCL) Environment

“…There are several studies that investigated the effect of instruction with DGS on students' van Hiele levels of geometric thinking. These findings showed that DGS-based instruction supported the development of students' geometric thinking (e.g., Abdullah & Zakaria, 2013;Abdullah et al, 2015;Karakuş & Peker, 2015;Khalil, et al, 2018;Kutluca, 2013). However, it was not only the presence of DGS in the learning environment that made the difference.…”

Predicting the Determinants of Dynamic Geometry Software Acceptance: A Two-Staged Structural Equation Modeling — Neural Network Approach

“…GeoGebra has been applied to mathematics education in the following two manners. (i) First, it has been applied to assess the effect of introducing software in teaching concepts including statistics [21], calculus [22], [23], functions, equations, inequalities [24]- [26], and analytic geometry [27]. The studies above noted that GeoGebra can improve students' learning outcomes compared with conventional classroom-based teaching.…”

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

“…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. Interestingly, students also become more responsible for their own learning and actively engaged more often in the class (Dikovic, 2009b;Pierce & Stacey, 2011).…”