An example of the use of dynamic mathematics software to create problem-solving environments that serve multiple purposes

Çekmez, Erdem; Bülbül, Buket Özüm

doi:10.1080/10494820.2017.1385029

Cited by 2 publications

(1 citation statement)

References 8 publications

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“…Ran et al (2022) estimated the effect of technology on students' mathematical achievement to be .23 and proposed that technology would be used more effectively when creating a communicative environment. Among educational technology, the role of dynamic mathematical software (DMS) has received increased attention across multiple subjects, which was widely used in teachers' practice rely on its interactive nature (Cekmez & Bulbul, 2018) and powerful functions, especially its multiple representations (Gokce & Guner, 2022).…”

Section: Introductionmentioning

confidence: 99%

Effects of Dynamic Mathematical Software on Students’ Performance: A Three-Level Meta-Analysis

Ji,

Guo,

Song

2024

Journal of Educational Computing Research

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As a significant tool to integrate information technology and education, dynamic mathematical software (DMS) has been widely concerned in recent years. However, how to better apply it to instruction practice deserves further exploration. Thus, we adopted the meta-analysis method to analyze the DMS-based experiments published between 2000 and 2020. A three-level meta-analysis of data from 107 studies involving 10,507 participants and 138 effect sizes revealed a moderate effect size (d = .632, 95% CI = [.550, .713]). Moreover, moderator analyses showed that: (1) cultural background had significant moderating effects; (2) students performed better on near-transfer tests than far-transfer tests; (3) DMS used by students independently had better effects; (4) intervention duration had significant moderating effects; (5) some of the above significant moderating effects were unique after controlling for others. Overall, our findings suggest that DMS has positive effects on students’ performance and teachers should be meticulous in designing their teaching plans.

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Section: Introductionmentioning

confidence: 99%

Effects of Dynamic Mathematical Software on Students’ Performance: A Three-Level Meta-Analysis

Ji,

Guo,

Song

2024

Journal of Educational Computing Research

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Factors influencing secondary school teachers' usage behavior of dynamic mathematics software: A partial least squares structural equation modeling (PLS-SEM) method

Yuan¹,

Deng²,

Ding³

et al. 2023

era

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<abstract> <p>Dynamic mathematics software, such as GeoGebra, is a kind of subject-specific digital tool used for enabling users to create mathematical objects and operate them dynamically and interactively, which is very suitable for mathematics teaching and learning at all school levels, especially at the secondary school level. However, limited research has focused on how multiple influencing factors of secondary school teachers' usage behavior of dynamic mathematics software work together. Based on the unified theory of acceptance and use of technology (UTAUT) model, combined with the concept of self-efficacy, this study proposed a conceptual model used to analyze the factors influencing secondary school teachers' usage behavior of dynamic mathematics software. Valid questionnaire data were provided by 393 secondary school mathematics teachers in the Hunan province of China and analyzed using a partial least squares structural equation modeling (PLS-SEM) method. The results showed that social influence, performance expectancy and effort expectancy significantly and positively affected secondary school teachers' behavioral intentions of dynamic mathematics software, and social influence was the greatest influential factor. In the meantime, facilitating conditions, self-efficacy and behavioral intention had significant and positive effects on secondary school teachers' usage behavior of dynamic mathematics software, and facilitating conditions were the greatest influential factor. Results from the multi-group analysis indicated that gender and teaching experience did not have significant moderating effects on all relationships in the dynamic mathematics software usage conceptual model. However, major had a moderating effect on the relationship between self-efficacy and usage behavior, as well as the relationship between behavioral intention and usage behavior. In addition, training had a moderating effect on the relationship between social influence and behavioral intention. This study has made a significant contribution to the development of a conceptual model that could be used to explore how multiple factors affected secondary school teachers' usage behavior of dynamic mathematics software. It also benefits the government, schools and universities in enhancing teachers' digital teaching competencies.</p> </abstract>

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An example of the use of dynamic mathematics software to create problem-solving environments that serve multiple purposes

Cited by 2 publications

References 8 publications

Effects of Dynamic Mathematical Software on Students’ Performance: A Three-Level Meta-Analysis

Effects of Dynamic Mathematical Software on Students’ Performance: A Three-Level Meta-Analysis

Factors influencing secondary school teachers' usage behavior of dynamic mathematics software: A partial least squares structural equation modeling (PLS-SEM) method

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