The Use of Geogebra Software as a Calculus Teaching and Learning Tool

Nobre, Cristiane Neri; Meireles, Magali Rezende Gouvêa; Vieira, Niltom; Resende, Mônica Neli de; Costa, Lucivânia Ester da; Rocha, Rejane Corrêa da

doi:10.15388/infedu.2016.13

Cited by 16 publications

(24 citation statements)

References 4 publications

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“…In many Calculus classes, the traditional approach which puts emphasis on computational procedures rather than on understanding the underlying concepts is still the most commonly used method by teachers (Lasut, 2015). As a result, many students fail to manifest excellent performance in the subject, more so students do not know how to apply the concepts in real life situation (Fluck & Dowden, 2013;Nobre, Meireles, Junior, De Resende, Da Costa & Da Rocha, 2016).…”

Section: Introductionmentioning

confidence: 99%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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This study examined the effects of using Microsoft Mathematics on students' attitude, conceptual understanding, and procedural skills in Differential Calculus. A quasi-experimental research design was used in which two different learning environments were compared. The participants of the study were two classes of Electrical Engineering students enrolled in Differential Calculus course, assigned randomly as control and experimental groups with 30 students in each group. The control group was taught using the traditional approach of teaching Differential Calculus while the experimental group was taught the same lessons using the Microsoft Mathematics embedded activity sheets. The experimental group learned through exploration and discovery of various concepts. The findings indicated that the participants had little understanding of the concepts and processes of Calculus prior to the conduct of the study. A significant improvement in their performances was noted after the experimentation. This suggests that the use of Microsoft Mathematics in teaching and learning Differential Calculus improves students' conceptual understanding and procedural skills. It is also found that the use of Microsoft Mathematics in teaching and learning calculus is equally effective as the traditional approach. In terms of attitude, the experimental group demonstrated a "favorable" to "very highly favorable" attitude along the five (5) domains of the MTAS. A significant difference exists between the pretest and posttest attitude of the participants on the domain "learning Mathematics with technology".

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Section: Introductionmentioning

confidence: 99%

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Mendezabal

Tindowen

2018

J. Technol. Sci. Educ.

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“…The finding of Karadag and McDougall [15] also revealed that GeoGebra software provides a great opportunity to link the dynamic visual and analytic representation for better understanding of calculus contents. Similarly, the study of Nobre et al [31] also indicated that the implementation of GeoGebra software increases students' dynamic visualization and understanding of limit and other calculus concepts. Apart from this, results of students' views of the present study also portrayed that the learning environment encourages [31,42], which incorporated GeoGebra during mathematics learning.…”

Section: Discussionmentioning

confidence: 88%

“…Similarly, the study of Nobre et al [31] also indicated that the implementation of GeoGebra software increases students' dynamic visualization and understanding of limit and other calculus concepts. Apart from this, results of students' views of the present study also portrayed that the learning environment encourages [31,42], which incorporated GeoGebra during mathematics learning. For instance, Nobre et al [31] confirmed that the GeoGebra software has a positive contribution to students' motivation while learning calculus contents.…”

Section: Discussionmentioning

confidence: 88%

“…For example, students develop positive opinions and improve their achievement in understanding statistics concepts using GeoGebra [10]. Nobre et al [31] also documented that GeoGebra software increases students' motivation for learning calculus contents. Furthermore, integrating GeoGebra with constructivist instruction enhances students' learning better than constructivist instruction alone [16,32].…”

Section: Geogebra and Mathematics Learningmentioning

confidence: 99%

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Implementing GeoGebra integrated with multi-teaching approaches guided by the APOS theory to enhance students’ conceptual understanding of limit in Ethiopian Universities

Baye

Ayele

Wondimuneh

2021

Heliyon

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The notion of limit is one of the fundamental concepts which underpins advanced calculus of one or more variables in the field of analysis. However, understanding the concept of limit has been an impenetrable problem for many students in Ethiopian Universities. Only very few literatures were documented focusing on overcoming the difficulty of learning the concept of limit. For this reason, the overarching aim of the present study is to enhance students' conceptual understanding of limit by empowering their visualization skills using GeoGebra integrated with multi-teaching approaches. The study employed mixed methods experimental (intervention) design within an APOS paradigm. Both qualitative and quantitative data were collected. Qualitative data was collected using students' reflections and interviews, whereas quantitative data was collected through pretest and posttest using diagnostic tests. The results of the qualitative data analysis revealed that the learning milieu created a positive impact on students' understanding of the concept of limit. Additionally, students provided coherent and viable reasons while making mental constructions and their coordination in the learning process based on the genetic decomposition grounded in APOS theory. Furthermore, the results of the quantitative (posttest) data analysis proved that students' mean scores on conceptual understanding of limit in the experimental group was significantly better than those in the control group. Thus, it could be possible to conclude that students' conceptual understanding of limit is improved using GeoGebra integrated with multi-teaching approaches within an APOS paradigm. The findings open a great opportunity to suggest technology integrated mathematics curriculums for the teaching and learning of mathematics.

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“…It turned out that from several studies it was found that students GeoGebra is one of the technologies that has become a reliable learning resource in calculus. GeoGebra has become a tool that can help teachers to design effective instructional lessons that enhance teaching and learning process in Calculus (Nobre et al, 2016;Hohenwarter, 2008). It aims to support and enhance the ability of sensemaking learners in Calculus, as well as to sharpen reasoning learner skills so that they can be used as problem solvers and communication mathematically.…”

Section: Introductionmentioning

confidence: 99%

GeoGebraAs a Tool to Enhance Student Ability in Calculus

Arini

Dewi

2019

KSS

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ThispaperdescribedtheuseofGeoGebrasoftwaretohelpstudentsinunderstanding Calculus material and its applications. GeoGebra is already used by more than 100 million students around the world. GeoGebra has the ability to minimize the difﬁculties of students who get Calculus subjects, especially students majoring in Natural Sciences and Engineering because this subject becomes a compulsory subject and a fundamental foundation in mathematics and its application across multidisciplinary ﬁelds such as medical, social sciences, psychology, and economics. Usually, the calculus course is given to ﬁrst-year university students as the foundation for next course requirement. However, the manual calculation in Calculus sometimes takes a long time as it requires mathematics skills to solve the problem. Therefore, the advantagesofusingGeoGebraare(a)helpingtoconveytheCalculusconceptmaterial to be more interesting, especially for the delivery of material concepts of functions, limits, derivatives, and integrals, (b) providing a more realistic image, especially for more complex calculus material, and (c) providing a faster and accurate solution.

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The Use of Geogebra Software as a Calculus Teaching and Learning Tool

Cited by 16 publications

References 4 publications

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Improving students' attitude, conceptual understanding and procedural skills in differential calculus through Microsoft mathematics

Implementing GeoGebra integrated with multi-teaching approaches guided by the APOS theory to enhance students’ conceptual understanding of limit in Ethiopian Universities

GeoGebraAs a Tool to Enhance Student Ability in Calculus

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