GeoGebra integration and effectiveness in the teaching and learning of mathematics in secondary schools: A review of literature

Abstract

This article explores studies that investigated GeoGebra integration and its effectiveness in teaching and learning mathematics. The study examines existing studies on how and why GeoGebra enhanced students’ performance; understanding, analytical thinking, generalization, abstract thinking, representation, and logical thinking. By a deep exploration of the main construct of the study, we collected and analyzed 20 studies whose results reported that GeoGebra added values when applied in teaching and learning in different mathematical domains. The reviewed literature identified four domains in Mathematics: Geometry, Algebra, Calculus, and Trigonometry that was studied. The majority of the reviewed studies investigated the integration of GeoGebra in Geometry and few studies were found in other mathematical domains. The literature ascertains that students can explore independently the software and acquire mathematical concepts with minimum assistance from the teacher. The results from the reviewed literature, on the one hand, indicated 16/20 or (80 %) of the studies generally showed that GeoGebra is effective in teaching and learning Mathematics since GeoGebra contributed in enhancing students’ understanding of mathematical concepts and improved students’ interest to learn mathematics. On the other hand, only 4/20 studies or (20%) showed non-effectiveness of GeoGebra since students in both experimental and control groups did not show the difference in their performance after being both given post-tests or an interview. This may indicate that although GeoGebra seems to be largely effective, such effectiveness is dependent on the way it is integrated into the teaching and learning process. Therefore, we recommend that other research should step up investigating why most of the studies were found in the Geometry domain and few in other domains.

Enhancing Students’ Attitudes in Learning 3-Dimension Geometry using GeoGebra

“…However, this improvement may depend on the teaching method. This finding is in agreement with Arbain and Shukor (2015), Mathevula and Uwizeyimana (2014), Niyukuri et al (2020), Ocal (2017) and Uwurukundo et al (2020), whose studies found that ICT, in general, could improve the way students perform in geometry, and that GeoGebra software is effective in improving students' achievement and attitudes towards geometry. In this study, the ICT factor had improved attitude scores in the experimental group, because the teachers of this group used GeoGebra in lessons, while the traditional class did not use this ICT-based software and showed no improvement in attitude.…”

“…The REB (2016) recommends that ICT tools are integrated into the learning of mathematics in secondary schools, due to the importance of mathematics for several technology and science domains. In a review of literature, Uwurukundo et al (2020) explain that mathematics domains include geometry, algebra, calculus, and trigonometry, and argue that students can explore the software and acquire mathematics knowledge more independently than students who are subjected to traditional learning methods. The expectation is that exposing students to new technology for teaching and learning of mathematics improves their competencies and achievement, both in the classroom and in their daily lives (Mathevula & Uwizeyimana, 2014).…”

“…Similarly, GeoGebra can develop visualization and understanding of different mathematical topics, including geometry (Akkaya et al, 2011;Majerek, 2014). Using a computer algebra system and an interactive, dynamic geometry system is likely to enhance students' cognitive abilities and interest in learning mathematics (Bye et al, 2007;Diković, 2009;Uwurukundo et al, 2020).…”

“…For this reason, integrating ICT tools in the teaching and learning of mathematics using computer software (Fančovičová & Prokop, 2008), such as GeoGebra, appears to motivate students to access their resources, construct new ideas, and improve their competencies, thereby overcoming the challenges inherent in traditional teaching methods. As an example of a mathematics instruction technology tool, GeoGebra software has different effects on students' achievement, depending on how it is integrated into teaching and learning (Uwurukundo et al, 2020). Uwurukundo's study (2022) focused on the effect of GeoGebra software on secondary school students' achievement in 3-D geometry and found using GeoGebra improved students' performance.…”

Action-Based Embodied Design for Proportions: From the Laboratory to the Classroom

“…Classrooms are booming, buzzy and exciting, fascinating places, anchored in bigger systems of schools and traditions (e.g., Brown, 1992), and changing their teacher and procedural-oriented methods is a difficult and complex process with variable results. According to Uwurukundo et al (2020), while GeoGebra programs are typically beneficial, their effectiveness is contingent on how they are integrated into the teaching and learning process. In general, as digital programs strive to scale larger, their effect sizes appear to shrink (Drijvers, 2019).…”