Using Geogebra as an information technology tool: parabola teaching

Reis, Zerrin Ayvaz; Özdemir, Şebnem

doi:10.1016/j.sbspro.2010.12.198

Cited by 40 publications

(23 citation statements)

References 1 publication

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“…In this respect, it can be said that visualization in mathematics has a strong positive effect on the achievement. This result coincides with the studies which state that different visualization techniques used in mathematics instruction increase achievement [7,18,19,38,40,56].…”

Section: Discussionsupporting

confidence: 91%

The Effects of Visualization on Mathematics Achievement in Reference to Thesis Studies Conducted in Turkey: A Meta-Analysis

TURGUT¹,

Turgut²

2018

ujer

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In this study, it is aimed to determine the effect of visualization on mathematics achievement in the thesis studies conducted in Turkey. In this context, the findings obtained from individual studies are combined via meta-analysis. For this purpose, Council of Higher Education (CoHE) National Thesis Center database was thoroughly scanned by using keywords. A total of 35 thesis studies, 26 of which are master's thesis and 9 of which are doctoral dissertations were reached as a result of the scanning performed. 34 theses are included in the meta-analysis in line with their inclusion criteria and 42 effect sizes were calculated pertaining to these thesis. To examine the normal distribution of effect sizes and to perform other analyses, statistical programs of MetaWin and Comprehensive Meta-Analysis (CMA) were used respectively in the study. In the calculation of effect sizes, quantities of studies included in meta-analysis Hedges's g was used and confidence level in calculations of effect sizes was taken as 95%. The average effect size value calculated in accordance with random effect model was found as 0.811 with the standard error of 0.076. Positivity of effect size shows that the implication effect is in favour of the experimental group. Basing on this, it can be said that visualization has a moderate effect on mathematics achievement.

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Section: Discussionsupporting

confidence: 91%

The Effects of Visualization on Mathematics Achievement in Reference to Thesis Studies Conducted in Turkey: A Meta-Analysis

TURGUT¹,

Turgut²

2018

ujer

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“…Geogebra adalah salah satu software yang membantu siswa memperoleh perasaan intuitif dan memvisualisasikan proses matematika (Dikovic, 2009). Sejumlah penelitian menunjukkan bahwa penggunakan Geogebra dalam pembelajaran dapat meningkatkan perhatian siswa terhadap matematika (Reis & Ozdemir, 2009). Sudihartinih dan Purniati (2019) dalam penelitiannya melaporkan bahwa pemahaman mahasiswa dengan pembelajaran menggunakan Geogebra lebih baik daripada menggunakan alat peraga.…”

Section: Pendahuluanunclassified

Pembelajaran Berbasis Digital: Studi Penggunaan Geogebra Berbantuan E-Learning Untuk Meningkatkan Hasil Belajar Matematika

Sudihartinih

Wahyudin

2019

JTQ

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Abstrak Penelitian ini menggambarkan pembelajaran berbasis digital, yaitu penggunaan Geogebra berbantuan e-learning, untuk meningkatkan hasil belajar mahasiswa pada konsep bidang dan garis dalam ruang. Penelitian ini adalah pre-experimental dengan jenis one-shot case study dengan partisipan mahasiswa calon dosen matematika pada semester II yang terdiri dari 14 orang laki-laki dan 30 orang perempuan dari salah satu universitas di Indonesia. Hasil penelitian menunjukkan penggunaan Geogebra berbantuan e-learning efektif untuk meningkatkan hasil belajar mahasiswa pada konsep bidang dan garis dalam ruang. Hal ini terlihat dari sebagian besar mahasiswa memperoleh hasil belajar yang maksimal, dan hanya sebagian kecil mahasiswa yang hasil belajarnya masih minimal. Penelitian ini merekomendasikan penggunaan Geogebra dan e-learning pada pembelajaran konsep geometri lainnya. AbstractThis study describes digital-based learning, namely the use of Geogebra assisted by e-learning, to improve student learning outcomes in the concepts of fields and lines in space. This study was pre-experimental with a type of one-shot case study with participants of mathematics teacher candidates in the second semester consisting of 14 men and 30 women from one university in Indonesia. The results showed that the use of Geogebra assisted by e-learning was effective in improving student learning outcomes in the concepts of fields and lines in space. This can be seen from the majority of students obtaining maximum learning outcomes, and only a small percentage of students whose learning outcomes are still minimal. This study recommends the use of Geogebra and e-learning in learning other geometry concepts.

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“…DIMLE provide a contact between multiple representations and mathematical abstract concepts. Thus it causes to develop the students' visualizing skills and to increase conceptual understanding (Ayvaz Reis & Özdemir, 2011;Velichova, 2011;Yuyucu & Ayvaz Reis, 2010).…”

Section: Dynamic and Interactive Mathematics Learning Environments (Dmentioning

confidence: 99%

The effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), supporting multiple representations, on perceptions of elementary mathematics pre-service teachers in problem solving process

Özdemir

Reis²

2013

MIJE

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Mathematics is an important discipline, providing crucial tools, such as problem solving, to improve our cognitive abilities. In order to solve a problem, it is better to envision and represent through multiple means. Multiple representations can help a person to redefine a problem with his/her own words in that envisioning process. Dynamic and Interactive Mathematics Learning Environments (DIMLE), allow multiple representations in mathematics and therefore provide opportunities to explore, to explain, and to model (Karadag & McDougall, 2009) mathematical subjects or concepts. The goal of this study is to explore the effect of multiple representations on perceptions of elementary mathematics pre-service teachers in problem solving process. Hence, ten representations, which dynamically represent a word problem, are created by using one of the DIMLE, GeoGebra. The sample group consists of elementary mathematics pre-service teachers (n=17). In order to precisely analyze the data, which are gathered from sample group, quan-qual mix method was used. Consequently, the use of multiple representations, which were prepared by DIMLE, cause to a mental demand for the other mathematical concepts except for understanding and solving a problem.

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Using Geogebra as an information technology tool: parabola teaching

Cited by 40 publications

References 1 publication

The Effects of Visualization on Mathematics Achievement in Reference to Thesis Studies Conducted in Turkey: A Meta-Analysis

The Effects of Visualization on Mathematics Achievement in Reference to Thesis Studies Conducted in Turkey: A Meta-Analysis

Pembelajaran Berbasis Digital: Studi Penggunaan Geogebra Berbantuan E-Learning Untuk Meningkatkan Hasil Belajar Matematika

The effect of Dynamic and Interactive Mathematics Learning Environments (DIMLE), supporting multiple representations, on perceptions of elementary mathematics pre-service teachers in problem solving process

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