The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions

Abstract

The objective of this study is to examine the impact of instructing quadratic functions with the use of GeoGebra software and guided discovery worksheets on students’ achievement and level of reaching acquisitions. This study utilized a pretest-posttest control group experimental design. It was conducted in the 2017-2018 academic year with 62 tenth grade students of a high school in the center of Balikesir, Turkey. The study data was collected using quadratic functions achievement test. The quantitative data collected in the study were analyzed using independent samples t-test. The findings of the study indicated that the instruction exercised with the use of GeoGebra software and guided discovery worksheets was effective in increasing achievement and the level of the capability to reach acquisitions compared to the control group; the findings also indicated that the instruction created a significant difference. This study also found that the students in the control group students focused on algebraic operations and formulas, mainly memorized the formulas, and were unable to build the relation between graphics and the algebraic expression of functions. On the other hand, the students in the experimental group were better in building the relation between algebraic expressions and graphics, and more successful in interpreting graphics.

An Exploration of Middle School Mathematics Teachers’ Beliefs and Goals Regarding a Dynamic Tool in Mathematics Lessons: Case of GeoGebra

“…Similarly, Healy and Hoyles (2011) and Ruthven (2005) reported that students got most of the expected learning outcomes by investigating and visualising mathematical concepts and by making logical deductions through GeoGebra. Specifically for the Turkish context, Dikkartin-Övez (2018) and Tezer (2018) reported, with 62 and 78 Turkish students, respectively, that GeoGebra-based lessons created a significant difference in students' maths achievement.…”

“…Labouring a big budget for technology integration and then suggesting some software packages for teachers to use were enough neither for effective technology use in classrooms nor for understanding whether the plans expectedly worked in classrooms. Thus, many studies evaluated the effectiveness of GeoGebra-based lessons focusing on the tool's possible effects on students' achievement in particular topics in mathematics (e.g., Alabdulaziz et al, 2021;Arbain & Shukor, 2015;Dikkartin-Övez, 2018;Tezer, 2018).…”

Enhancing Teaching Quadratic Functions: The Benefits, Challenges, and Recommendations of Using GeoGebra

“…The term "TPACK" refers to the knowledge and abilities required to successfully incorporate technology into the classroom [12]. Dynamic visualization seems to be one of the innovative strategies that teachers might apply to conduct TPACK.…”