The Effect of Using GeoGebra on Conceptual and Procedural Knowledge of High School Mathematics Students

Zulnaidi, Hutkemri; Zakaria, Effandi

doi:10.5539/ass.v8n11p102

Cited by 39 publications

(35 citation statements)

References 4 publications

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“…Similarly, Tatar and Zengin (2016) found that first grade university students' conceptual understanding on definitive integral was higher in the experimental group which the instruction was mainly done with Geogebra. Lastly, Zulnaidi and Zakaria (2012) investigated the effect of Geogebra on students' achievements regarding their conceptual and procedural knowledge on functions. When their conceptual and procedural knowledge are taken into account, students in the experimental group achieved significantly higher scores than those in control group.…”

Section: Introductionmentioning

confidence: 99%

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

Öçal¹

2017

HES

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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.

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Section: Introductionmentioning

confidence: 99%

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

Öçal¹

2017

HES

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“…Students who were taught mathematics through advance organizers performed significantly much better than those who had been taught through the traditional teaching approaches. As for local, research by Zulnaidi & Zakaria (2010) indicated that using information mapping strategy may impact students' conceptual knowledge. There were also interactions between mathematics conceptual understanding and mathematics achievement.…”

Section: Visual Toolsmentioning

confidence: 99%

The Use of i-Think Map and Questioning to Promote Higher-Order Thinking Skills in Mathematics

Hassan¹,

Rosli²,

Zakaria³

2016

Self Cite

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The 21st century education demands transformation in teaching in order to produce students who are able to meet the challenges by applying higher-order thinking skills. Malaysia is taking the initiative to introduce i-Think program since 2012 to support the aspiration. This article provides guidelines and proposes the use of thinking map in mathematics, focusing on the topic of polygon under geometry. The recommendations of appropriate questioning for teachers to stimulate higher-order thinking skills of students are also discussed.

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“…In posttests, students working with GeoGebra have outperformed students using pen and paper. These studies show significant positive effects on, for example, students' development of conceptual and procedural knowledge of functions (Diković 2009;Zulnaidi and Zakaria 2012;Kepceoglu 2016), as well as geometry (Bhagat and Chang 2015;Dogan and İçel 2011;Saha et al 2010;Shadaan and Eu 2013;Zengin et al 2012).…”

Section: Dynamic Software Problem Solving and Learning Outcomesmentioning

confidence: 99%

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

Olsson

Granberg

2018

Tech Know Learn

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The present study contributes to knowledge about how to design tasks that benefit from dynamic software in math education, comparing practice performance and learning outcomes among 129 students practicing on two different task designs using GeoGebra. The task designs differed with respect to the presence or absence of guidelines on how to solve the task. One student group practiced on the guided task while the other student group practiced on the unguided task, and 1 week later a posttest was conducted. Data were statistically analyzed and showed significant differences with regard to success during practice for students solving the guided task. Among the students who succeeded in solving the task (guided or unguided) during practice, however, the analysis showed significant differences in the posttest performance in favor of the unguided students.

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The Effect of Using GeoGebra on Conceptual and Procedural Knowledge of High School Mathematics Students

Cited by 39 publications

References 4 publications

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

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

The Use of i-Think Map and Questioning to Promote Higher-Order Thinking Skills in Mathematics

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

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