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

Abstract

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.

Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw Co-operative Learning Strategy Integrated with GeoGebra

“…The attention and care are given to the intervention over a semester could too. Given learners' achievement towards conceptual knowledge, the finding of this study with t(148)=11.576 and effect size value eta squared=.48, was by far different from that of similar or other related reviewed literature, for instance, (Ocal, 2017) with t(53)=2.786. The same reason holds that the finding of this study was also by far different from Oktaviyanthi and Supriani (2015); Zulnaidi and Zamri (2017); Zulnaidi and Zakaria (2012) on learners' conceptual knowledge achievement score.…”

The Effectiveness of Learning Circle Assisted by Geogebra Software Reviewed from Creative Thinking and Visual Thinking Ability of Junior High School Students

“…Furthermore, from the result of this research, it can be concluded learning mathematics on circle object using Geogebra is more effective in improving creative thinking ability and visual thinking ability than the conventional methods [32][33].They said the use of Geogebra dynamic geometry software has the potential to improve and enhance students' critical knowledge and skills, creative and innovative thinking towards supporting problem-based learning as an approach in 21st century learning [34][35].…”

Geogebra Destekli Öğretimin İlköğretim Matematik Öğretmeni Adaylarının Akademik Performanslarına ve Motivasyonlarına Etkisi: Diziler Örneği

“…The result of study, significant differecence were found between groups' academic performances in favor of experimental group. In the literature, there are studies,regarding traditional instruction is not enou gh and GeoGebra-assisted instruction is positive impact on the learning process (Dikovic, 2009;Shadaan & Leong, 2013) increases the level of academic performance (Saha, Ayub & Tarmizi, 2010;Gómez-Chacón & Escribano, 2011;Zengin, Furkan & Kutluca, 2012;Güven & Yılmaz, 2012;Tatar, Kağızmanlı & Akkaya, 2014;Kan, 2014;Aydos,2015;Acar, 2015;Bhagat & Chang, 2015;Ünlütürk-Akçakın, 2016;Kepçeoğlu & Yavuz, 2017;Ocal, 2017;Çekmez & Baki, 2018) and makes learning easier (Taş, 2010;Reis & Özdemir, 2010). In this study, significant differecence were found between groups' geometric and ovarall performances in favor of experimental group however there is no significant difference between the experimental and control groups with respect to algebraic performance.…”

“…Bu bulgu, GeoGebra destekli öğretimin öğretmen adaylarının akademik performanslarını geleneksel öğretime göre daha fazla geliştirdiği sonucunu ortaya koymaktadır. Literatürde geleneksel öğretimle gerçekleştirilen matematik öğretimin yeterli olmadığını GeoGebra destekli öğretimin öğrenme sürecine olumlu etkilerinin olduğunu (Dikovic, 2009;Shadaan ve Leong, 2013), akademik performans düzeyini artırdığını (Saha, Ayub ve Tarmizi, 2010;Gómez-Chacón ve Escribano, 2011;Zengin, Furkan ve Kutluca, 2012;Güven ve Yılmaz, 2012;Tatar, Kağızmanlı ve Akkaya, 2014;Kan, 2014;Aydos,2015;Acar, 2015;Bhagat ve Chang, 2015;Ünlütürk-Akçakın, 2016;Kepçeoğlu ve Yavuz, 2017;Ocal, 2017;Çekmez ve Baki, 2018) ve öğrenmeyi kolaylaştırdığını (Taş, 2010;Reis ve Özdemir, 2010) gösteren araştırmalar bulunmaktadır. Ayrıca, araştırmanın bulguları, GeoGebra destekli öğretimin cebirsel performans bağlamında gruplar arasında bir farklılık oluşturmadığını ancak geometrik performansı ve genel performansı artırdığını göstermektedir.…”

“…2008;Hülya, 2019) gibi yöntem, teknik ve modeller bilişsel becerilerin yanı sıra ilgi, tutum, öz güven öz yeterlilik, motivasyon gibi duyuşsal becerilerin de gelişimini sağlamaktadır. Duyuşsal becerilerden derse karşı ilgiyi (Tatar, Kağızmanlı ve Akkaya, 2014), öz güveni (Zengin, 2017), tutumu (Doğan, 2010) olumlu yönde etkileyen, kaygıyı azaltan (Barçın, 2019) ve bununla birlikte kavramsal anlama düzeyini geliştiren (kabaca, 2006;Ocal, 2017), matematiksel kavramların farklı temsillerini ilişkilendirmeyi (Kan, 2014) ve anlamlı öğrenmeyi (Ocal, 2017) sağlayan, kavramlara ilişkin bakış açısını olumlu yönde etkileyen (Kepçeoğlu, 2010), kavram imajını zenginleştiren (Öner, 2013) öğrencinin sürece aktif katıldığı (Kepçeoğlu, 2010) tekniklerden biri de teknoloji destekli öğretimdir.…”