Pre-Service Mathematics Teachers’ Views about GeoGebra and Its Use

Horzum, Tuğba; Ünlü, Melihan

doi:10.24193/adn.10.3.8

Cited by 10 publications

(9 citation statements)

References 16 publications

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“…This research have shown that teachers' beliefs were transformed to some extent in favour of the use of GeoGebra, as well as using constructivist ideas in their mathematics teaching can be attained through PD. This study, similar to other studies (Baltaci, Yildiz & Kosa, 2015;Horzum & Unlu, 2017;Kaleli Yilmaz, 2015;Mainali & Key, 2012;Tatar, 2013;Zakaria & Lee, 2012), showed that participants developed positive beliefs towards GeoGebra after a PD program based on GeoGebra for teachers. This experience arise due to novelty of GeoGebra that helped to activate participants' interest-excitement.…”

Section: Discussionsupporting

confidence: 91%

Influences of Technology Integrated Professional Development Course on Mathematics Teachers

Kul¹

2018

EUROPEAN J ED RES

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The aim of this study was to explore the degree to which a professional development (PD) program designed using GeoGebra influences a group of Turkish middle school teachers' beliefs in relation to mathematics and role of GeoGebra in mathematics education. In order to collect the required data, the PD course was established to provide six teachers with an opportunity to obtain practical experiences with and necessary knowledge about the use of GeoGebra in mathematics education. In this context, a multiple case study approach was utilized, in which mathematics teachers were observed and interviewed using a variety of procedures to expose qualitative data about their beliefs and the dynamics of their beliefs changes during the course. The main findings illustrated that teachers' beliefs were transformed to some extent in favour of the use of GeoGebra, as well as using constructivist ideas in their mathematics teaching and learning can be attained through the GeoGebra based PD course. In fact, the relationship amongst stated beliefs and intended teaching practice is complex and the social issues were very influential on teachers' pedagogical decisions. This research also introduces some suggestions for researchers who focus on professional development of mathematics teachers relative to their beliefs.

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Section: Discussionsupporting

confidence: 91%

Influences of Technology Integrated Professional Development Course on Mathematics Teachers

Kul¹

2018

EUROPEAN J ED RES

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“…In mathematics education, GeoGebra is one of the popular dynamic software that is beneficial to individuals' professional development [23]. GeoGebra was simpler to use by pre-service instructors than other dynamic mathematics software [24].…”

Section: Introductionmentioning

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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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.

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“…In line with opinion Suarsana et al, (2019) Interactive learning media will provide a real and effective learning experience during learning activities Another thing that is also very important in learning mathematics is the use of technology according to Yates et al (2021), the use of technology is needed so that the student learning experience becomes more effective, in this digital LKPD, it is equipped with illustrations developed through interactive geogebra in every activity with the aim of making learning activities more effective and having a good positive impact on learning. In line with opinion Horzum et al, (2017) that geogebra has many positive impacts, starting from improving students' abilities, developing positive attitudes of students in learning, increasing students' understanding, thinking and visualization. In addition, due to the situation of students who are increasingly disinterested in learning mathematics during online learning (Hima et al, 2021), the use of this digital LKPD fosters student interest in learning activities, because of its new and interactive features, fostering positive student attitudes in learning (Horzum et al, 2017) such as having a desire to explore and participate in learning.…”

Section: Trial Processmentioning

confidence: 58%

“…In line with opinion Horzum et al, (2017) that geogebra has many positive impacts, starting from improving students' abilities, developing positive attitudes of students in learning, increasing students' understanding, thinking and visualization. In addition, due to the situation of students who are increasingly disinterested in learning mathematics during online learning (Hima et al, 2021), the use of this digital LKPD fosters student interest in learning activities, because of its new and interactive features, fostering positive student attitudes in learning (Horzum et al, 2017) such as having a desire to explore and participate in learning. This is in accordance with one of the functions of learning media which is also used to foster student interest in learning (Astuti et al, 2019).…”

Section: Trial Processmentioning

confidence: 58%

Developing Interactive Learning Media of Worksheets based on Geogebra Classroom

Badriyanto

Qohar²

2022

JIPM

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Technological developments open up opportunities for education to continue to develop, especially during the COVID-19 pandemic, optimal use of technology is necessary. The need for adjustments to the LKPD (student worksheet) which is a learning medium and is an important component in teaching and learning activities to suit the current situation. The results of the observations found that there was no adjustment to this matter. This study aims to develop digital worksheets based on the geogebra classroom on set material, especially set operations. This study uses the DDD-E method with the stages of decide, design, develop and evaluate. The subjects of this research were 32 students of class 7D UM Laboratory Junior High School. The trial process is carried out during class. The digital LKPD (student worksheet) based on the geogebra classroom for set material, especially on set operations, has been developed. The developed learning media has been validated and obtained a media validation score of 3.49 and material validation 3.45 which indicates that this media is valid. The results of the practicality test obtained from the questionnaire distributed to students got a score of 3.24. As for the effectiveness of getting a score of 3.25 and help 78% of all students reach a KKM. This shows that the media developed is both practical and effective. Based on the results of validation, effectiveness and practicality, the developed digital worksheet based on the geogebra classroom can be used to study the topic of set operations. 45 which indicates that this media is valid. The results of the practicality test obtained from the questionnaire distributed to students got a score of 3.24. As for the effectiveness of getting a score of 3.25 and help 78% of all students reach a KKM. This shows that the media developed is both practical and effective. Based on the results of validation, effectiveness and practicality, the developed digital worksheet based on the geogebra classroom can be used to study the topic of set operations. 45 which indicates that this media is valid. The results of the practicality test obtained from the questionnaire distributed to students got a score of 3.24. As for the effectiveness of getting a score of 3.25 and help 78% of all students reach a KKM. This shows that the media developed is both practical and effective. Based on the results of validation, effectiveness and practicality, the developed digital worksheet based on the geogebra classroom can be used to study the topic of set operations.

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Pre-Service Mathematics Teachers’ Views about GeoGebra and Its Use

Abstract: Abstract:The purpose of this study was

Cited by 10 publications

References 16 publications

Influences of Technology Integrated Professional Development Course on Mathematics Teachers

Influences of Technology Integrated Professional Development Course on Mathematics Teachers

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

Developing Interactive Learning Media of Worksheets based on Geogebra Classroom

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