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Impact on Student Learning Outcomes in Mathematics Using GeoGebra
Author(s)
Nishizawa, Hitoshi
Date Issued
January 1, 2024
Type
Conference Paper
Abstract
In recent years, dynamic geometry software tools for teaching and learning in mathematics have been an integral part of a technology-based learning environment and become ubiquitous in educational institutions. The learning strategy assisted by these mathematics software tools allows students to better understand abstract contents with symbolic expressions through computer visualization with interactive and dynamic graphical representation. This paper presents the study of the effect of using dynamic geometry software, GeoGebra, on student performance and learning skills of geometrical concepts in mathematics teaching. The study was conducted for two groups with the same learning contents but different teaching styles for lectures with and without using GeoGebra software. The collected data from the students’ learning records, including post-test scores, were analyzed, focusing on two categories of symbolic calculations: graphs and inequalities. The performance of two teaching styles was evaluated based on the student achievements on paper-based quizzes, considering the number of retrials and the success rates. This study also investigates the impact of using GeoGebra on student learning skills by comparing score distributions for symbolic calculations and graphs and inequalities categories among three different academic years. The results show that integrating mathematics visualization software in teaching algebra can significantly improve student learning outcomes, providing higher post-test average scores when compared with the conventional teaching style. The results also reveal that using GeoGebra as a teaching tool considerably enhances students’ graphing skills and understanding of geometrical concepts in mathematics, particularly in graphing functions and solving inequalities. In addition, the effectiveness of using GeoGebra for improving mathematics learning outcomes for low-performing students has been confirmed with a higher success rate and lower number of retrials for paper-based quizzes. Thus, early intervention in using GeoGebra to enhance students’ visualization and graphing skills might be helpful, particularly for graphing functions and solving inequalities.
Citation
Proceedings of the Asian Technology Conference in Mathematics, 258-267, 2024