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

Olsson, Jan; Granberg, Carina

doi:10.1007/s10758-018-9352-5

Cited by 16 publications

(11 citation statements)

References 34 publications

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“…Several previous studies [10], [11], [26], [27], [30]- [32] have focused on using GeoGebra in mathematics learning from elementary school to university. A study conducted by Khalil et al [33] showed that the use of GeoGebra in learning analytical geometry in high schools had a significant positive effect on students' abilities compared to students who traditionally studied using paper and pencil.…”

mentioning

confidence: 99%

GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes

Putra

Hermita

Alim

et al. 2021

Int. J. Interact. Mob. Technol.

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<p class="0abstract">The integration of technology in learning is increasingly popular and inevitable, especially during the Covid-19 pandemic. In mathematics education, Geogebra has been used as a pedagogical tool in learning mathematics from elementary to university. The present study aims to explore first-year prospective elementary teachers’ experience constructing 3-D shapes using GeoGebra. This study uses a case study method with 40 first-year prospective elementary teachers from an elementary initial teacher training from a public university in Riau, Indonesia. The participants worked in small groups and discussed some 3-D shapes through an online platform, and in the end, each participant reflected their attitudes towards the integration of GeoGebra in learning 3-D shapes. The findings show that prospective elementary teachers discussed six types of 3-D shapes; cube, rectangular prism, rectangular pyramid, cylinder, cone, and spheres. They prefer to discuss curved surfaces rather than flat surfaces of 3-D shapes. In addition, prospective elementary teachers have positive attitudes towards integrating GeoGebra in elementary initial teacher training. They believe that GeoGebra supports them to understand better the concepts of volume and surface area of 3-D shapes, facilitate students to understand the properties of a geometry object, and compare the object one made using hand drawing to using GeoGebra. Meanwhile, difficulty in using the tools to construct 3-D shapes in GeoGebra becomes a hinder to understand mathematics concepts and properties. The implication of this study is that there is a potential to integrate GeoGebra in mathematics learning in elementary teacher training.</p>

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mentioning

confidence: 99%

GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes

Putra

Hermita

Alim

et al. 2021

Int. J. Interact. Mob. Technol.

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“…Olsson and Granberg [22] describe the benefits of using dynamic software, such as GeoGebra, which will allow students to work with unguided tasks (tasks that do not have a defined outcome), which is the case in the architectural modelling practices. However, they propose that some challenges have to be met to ensure the success of such unguided tasks using dynamic software.…”

Section: Geogebraa Problem-solving Instrumentmentioning

confidence: 99%

A STEAM Practice Approach to Integrate Architecture, Culture and History to Facilitate Mathematical Problem-Solving

et al. 2021

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In this paper we propose STEAM practices that would foster mathematics learning through modelling architecture while connecting to culture and history. The architectural modelling process is applied by the teachers as participants of these practices from different countries allowing a broad cultural and historical connection to mathematics education. The modelling is implemented in GeoGebra platform as it is an open-source platform to allow teachers to model on a mathematics basis. The architectural modelling process does not provide participants with steps to follow but rather allows them to explore the architectural models’ components and construct them with various approaches which may foster problem solving techniques. We aim to investigate how different phases of this approach (such as motivation, modeling, and printing process) reflect on opportunities of learning in STEAM education, with a particular lens in mathematical development from open tasks. This paper will show two use cases that took place in Upper Austria and the MENA region.

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“…1) in this study was based on these principles. It was used in our earlier studies (Granberg 2016;Olsson 2018;Olsson and Granberg 2018) and was designed for users with limited experience with GeoGebra. It was shown that they could receive guidance with respect to how to enter algebraic expressions into GeoGebra and in how to use the angle-measuring tool combined with instructions to focus on m-values (the x-coefficient) and test the solution, but still have to construct parts of the solution themselves.…”

Section: Design Of the Tasksmentioning

confidence: 99%

“…Task 2 (see Fig. 2) was originally designed for a quantitative study comparing learning outcomes of Tasks 1 and 2 with respect to the characteristics of reasoning (Olsson and Granberg 2018). It was designed based on Lithner's (2017) principle for AR tasks, providing a task-solution method.…”

Section: Design Of the Tasksmentioning

confidence: 99%

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Relations Between Task Design and Students’ Utilization of GeoGebra

Olsson

2019

Digit Exp Math Educ

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This study contributes insights into how task design with different elements of guidance may influence students' utilization of dynamic software for problem solving and reasoning. It compared students' solving of two tasks with different designs supported by the dynamic software GeoGebra. Data analysed examined students' approaches to utilizing GeoGebra, the characteristics of their reasoning and their ability to prove the validity of their solutions after solving the problems. The results showed that students who solved the task with less guidance (without instructions about a specific solving method) were better able to utilize GeoGebra's potential to support their reasoning and problem solving. These students reasoned more creatively and presented more advanced proofs for their solutions than the more guided ones. Keywords GeoGebra. Creative reasoning. Task design. Non-routine tasks A recurrent question in educational research is whether and how technology may support students' learning mathematics. Dynamic software, in this case GeoGebra, invites students to create and manipulate geometric and algebraic representationsfeatures that are considered to have the potential to support problem solving and reasoning (Falcade et al. 2007; Preiner 2008). In situations where students make use of these potentials, they create mathematical objects based on questions or hypotheses. They then interpret, assess and transform the outcomes to proceed in their problem solving. The results, however, are assumed to come from the students' engaging in problem solving and reasoning, and their use of the features of the software to do so. However, it is important to know, rather than simply to assume, what students do when they use dynamic software such as GeoGebra and what guides them in using the

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

Cited by 16 publications

References 34 publications

GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes

GeoGebra Integration in Elementary Initial Teacher Training: The Case of 3-D Shapes

A STEAM Practice Approach to Integrate Architecture, Culture and History to Facilitate Mathematical Problem-Solving

Relations Between Task Design and Students’ Utilization of GeoGebra

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