The development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software

Bedada, Tola Bekene; Machaba, France Masilo

doi:10.1080/20004508.2022.2137260

Cited by 3 publications

(2 citation statements)

References 56 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In another case, many studies showed that ICT-based orassisted mathematics learning had moderate positive effect on students' numerical literacy [23,25,29,33,37,39,[61][62][63][64][65][66]. Even, other numerous studies revealed that ICT-based orassisted mathematics learning had strong positive effect on students' numerical literacy [24, 26, 27, 30, 32, 34-36, 38, 52, 67-72].…”

Section: Introductionmentioning

confidence: 99%

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Ariani

2024

IJIET

View full text Add to dashboard Cite

Numerous empirical studies related to the use of Information and Communication Technology (ICT) in mathematics learning for enhancing numerical literacy have been increasingly carried out in three last decades. Of those studies, however, it can be stated that ICT-based or -assisted mathematics learning has an inconsistent effect on numerical literacy. Consequently, this recent study aims to examine the effectiveness of ICT-based or -assisted mathematics learning on numerical literacy skills, and several substantial factors in differentiating students’ numerical literacy. A systematic review combined to meta-analysis was performed to carry out this study whereby 53 documents published in the period of 2001–2023 were involved as the data. Overall, those documents generated 64 units of effect size and 6,599 students. Some tests, such as Z, Q Cochrane, fill & trim, and funnel plot were used to analyze the data. The results of this current study reported that ICT-based or -assisted mathematics learning had positive moderate effect (g = 0.527; p < 0.05) on students’ numerical literacy, and significantly enhanced students’ numerical literacy. Additionally, educational level, learning environment, intervention duration, and instrument type were significant factors in differentiating students’ numerical literacy. Meanwhile, there was no sufficient evidence to state that other substantial factors, such class capacity, participant, technology used, mathematical content, and technology role significantly affected students’ heterogeneous numerical literacy. This study suggests mathematics educator, such as teacher and lecturer to integrate ICT in mathematics learning, especially in enhancing numerical literacy. Moreover, they have to consider some factors, such as educational level, learning environment, intervention duration, and instrument type in performing ICT-based or -assisted mathematics lesson, mainly in cultivating students’ numerical literacy.

show abstract

Section: Introductionmentioning

confidence: 99%

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Ariani

2024

IJIET

View full text Add to dashboard Cite

show abstract

“…Other studies using technology in calculus also show a similar impact. According to Bedada and Machaba [5], the use of Geogebra software in helping students learn calculus through a cycle model positively affected the conceptual knowledge and procedural understanding of students at a university in Ethiopia. The use of Geogebra technology allowed students to do self-exploration visually and, at the same time, promote a social learning environment.…”

Section: Introductionmentioning

confidence: 99%

Implications of AR Modules on Geometry Conceptual and Procedural Knowledge among Primary School Students

Nadzri,,

Ayub,,

Zulkifli,

et al. 2024

MJMS

View full text Add to dashboard Cite

Looking at the weakness of students in learning geometry, a study was conducted on using modules with augmented reality technology for primary school students. This study aims to identify the effectiveness of using such modules on students’ conceptual and procedural knowledge in geometry, particularly for Year 4. A random sampling of students was conducted to determine the experimental group of students who studied using modules with augmented reality. In contrast, the control group studied with traditional module methods. Fifty-nine students were involved in this study, with 29 in the experimental group and 30 in the control group. The study results analyzed by ANCOVA showed that the conceptual and procedural scores of the experimental group students were significantly better than the control group students in the post-test and the delayed post-test. Using modules with augmented reality benefits students’ conceptual and procedural knowledge in learning geometry. This study indirectly allows students to learn geometry concepts through an augmented reality technology approach with smart devices. Students also have the opportunity to learn through a student-centered approach and collaborative learning strategies while using augmented reality applications in learning. Simultaneously, using this technology is an innovation that also benefits teachers and stakeholders.

show abstract

Does GeoGebra-assisted contextual learning strategy enhance form one students’ Higher Order Thinking Skills (HOTS)?

Abd Rahman,

Abdullah,

Ibrahim

2024

AIP Conference Proceedings

View full text Add to dashboard Cite

The development of the cycle model and its effect on mathematics learning using GeoGebra mathematical software

Cited by 3 publications

References 56 publications

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

ICT-Based or -Assisted Mathematics Learning and Numerical Literacy: A Systematic Review and Meta-Analysis

Implications of AR Modules on Geometry Conceptual and Procedural Knowledge among Primary School Students

Does GeoGebra-assisted contextual learning strategy enhance form one students’ Higher Order Thinking Skills (HOTS)?

Contact Info

Product

Resources

About