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Lena Frenken; Paul Libbrecht; Benjamin Becker; Gilbert Greefrath – International Journal of Mathematical Education in Science and Technology, 2024
The German national educational standards state explicitly that students should be enabled to successfully interact with dynamic geometry software. In a feasibility study on providing a standardized assessment instrument by digital means, in order to assess students' mathematical competencies, the implementation of a task with such a dynamic…
Descriptors: Geometry, Standardized Tests, Foreign Countries, Computer Software
Hacer Türkoglu; Serpil Yalçinalp – Education and Information Technologies, 2024
Problem solving is one of the high-level thinking skills and essential in teaching mathematical concepts and procedures. The eye-tracking method allows educators to see and interpret different problem-solving behaviours of students. The purpose of this study was to investigate the problem-solving behaviours of university students based on eye…
Descriptors: Problem Solving, Eye Movements, Student Behavior, Geometry
Ingi Heinesen Højsted; Maria Alessandra Mariotti – International Journal of Mathematical Education in Science and Technology, 2024
This article reports on the design and implementation of a didactic sequence in the frame of a design-based research study. The research aim is to test the hypothesis that affordances of dynamic geometry may support students' awareness of logical relationships between geometrical properties of constructed figures. We elaborate on the task design…
Descriptors: Geometry, Mathematics Instruction, Logical Thinking, Teaching Methods
Ellen Konstanse Hovik; Kathleen Nolan – Cogent Education, 2024
The aim of the study informing this paper was to investigate pre-service teachers' (PSTs') approaches to task design, posing the research question: How do pre-service teachers respond when they are asked to design an exploratory task using GeoGebra for 8th grade students? The research study and this paper focus on the PSTs' design stories rather…
Descriptors: Preservice Teachers, Experiential Learning, Middle School Mathematics, Mathematics Teachers
Wahid Yunianto; Houssam Sami El-Kasti; Rully Charitas Indra Prahmana; Zsolt Lavicza – Journal of Information Technology Education: Innovations in Practice, 2024
Aim/Purpose: This study presents some activities that integrate computational thinking (CT) into mathematics lessons utilizing GeoGebra to promote constructionist learning. Background: CT activities in the Indonesian curriculum are dominated by worked examples with less plugged-mode activities that might hinder students from acquiring CT skills.…
Descriptors: Computation, Thinking Skills, Mathematics Instruction, Constructivism (Learning)
Zehavit Kohen; Liron Schwartz-Aviad; Tomer Peleg – International Journal of Mathematical Education in Science and Technology, 2025
This study examines a Technology, Pedagogy, Content Knowledge (TPACK) training framework for pre- and in-service mathematics teachers that enables them to experience inquiry-based learning as learners in a dynamic geometry environment that serves as a mathematics laboratory. We investigate the effect of this experience on the teachers' TPACK,…
Descriptors: Pedagogical Content Knowledge, Technological Literacy, Mathematics Teachers, Preservice Teachers
Tang Minh Dung; Le Thai Bao Thien Trung; Nguyen Thi Nga – Journal of Pedagogical Research, 2025
This study investigates whether Vietnamese students face specific challenges when visualizing skew versus intersecting lines and whether using the anaglyph feature of GeoGebra can help overcome these difficulties. Employing a design-based research approach over four phases with 12th-grade students, the study involved tasks in traditional…
Descriptors: Mathematics Instruction, Computer Software, Grade 12, High School Seniors
Stefano Scippo; Serena Madiai; Stefano Cuomo – Journal of Information Technology Education: Research, 2025
Aim/Purpose: This study aims to assess the effectiveness of a tessellation-based instructional program supported by digital technologies for enhancing geometric learning in primary school pupils. Background: Digital education offers various benefits, including increased motivation and engagement, and has been shown to be effective in teaching…
Descriptors: Mathematics Instruction, Geometry, Computer Assisted Instruction, Elementary School Students
Kholid, Muhammad Noor; Pradana, Lingga Nico; Maharani, Swasti; Swastika, Annisa – Journal of Technology and Science Education, 2022
The integration of learning models and software is a trend in mathematics courses. However, no existing learning model for geometry courses involves the students in the making of a tool or media project. The researchers noticed the potential of the project-based learning (PjBL) model and GeoGebra in analytical geometry courses. This study revealed…
Descriptors: Educational Technology, Computer Software, Student Projects, Active Learning
Apari, Burcu; Özgen, Kemal; Zengin, Yilmaz – Turkish Journal of Education, 2022
In the present study, the effects of using dynamic geometry software in active learning framework on students' problem posing skills and their views about problem posing were examined. The participants consisted of 16 eighth-grade students. Data were collected by problem posing tests, open-ended questions, student diaries, and dynamic geometry…
Descriptors: Problem Solving, Geometry, Computer Software, Active Learning
Parhusip, Hanna A.; Purnomo, Hindriyanto D.; Nugroho, Didit B.; Kawuryan, Istiarsi S. S. – International Journal for Technology in Mathematics Education, 2023
This paper explains teaching modern geometry for schools using software called Surfer and converting the algebraic surfaces into Batik motifs as one example of teaching mathematics with the integration of STEAM. Typical algebraic surfaces known in schools were, for example, cylinders and spheres which are identified as traditional geometry in this…
Descriptors: STEM Education, Art Education, Mathematics Instruction, Geometry
Giovanna Valori; Belén Giacomone; Veronica Albanese; Natividad Adamuz-Povedano – International Journal of Mathematical Education in Science and Technology, 2024
The combined use of origami and dynamic geometry software has recently appeared in mathematics education to enrich students' geometric thinking. The objective of this research is to study the roles played by the interaction of two artifacts, paper folding and GeoGebra, in a construction-proving problem as well as its generalization in the…
Descriptors: Educational Technology, Manipulative Materials, Computer Software, Geometry
Mohamad Ikram Zakaria; Wong Wai San Carol; Mohd Fadzil Abdul Hanid; Mohd Fahmi Adnan; Nur Fatihah Raimi; Syarifah Maryam Syed Azman – Mathematics Teaching Research Journal, 2024
GeoGebra represents a significant advancement in educational technology, providing dynamic tools for mathematics education. However, its specific impact on student motivation and achievement in geometry remains understudied. This research investigates the effects of integrating geometrical design through GeoGebra on these outcomes. Conducted over…
Descriptors: Foreign Countries, Mathematics Education, Mathematics Instruction, Secondary School Students
Diego Avila-Pesantez; John Silva; L. Miriam Avila; Alex Breedy Quintanilla – International Society for Technology, Education, and Science, 2023
Educational software reinforces the learning process in high school. This way, GEO-line software for learning geometry will strengthen teenagers' skillset between 15 and 16 years old while using this new application. The SCRUM and ADDE methodologies applied include the analysis, design, implementation, and evaluation phases as the core principles…
Descriptors: Computer Software, Geometry, Mathematics Instruction, Teaching Methods
Jean-Baptiste Ndagijimana; Evode Mukama; Liz Lakin; Samia Khan; Jean Pierre Alpha Munyaruhengeri; Jean Claude Dushimimana; Olivier Habimana; Paulin Manirakiza; Jeannette Musengimana; Henriette Mushimiyimana – Cogent Education, 2024
This study examines the effectiveness of GeoGebra in enhancing students' conceptual understanding of points, lines, and angles within a socio-cultural learning context. A quasi-experimental, nonequivalent pretest-posttest design was utilized, involving 279 first-year secondary school students from four public schools in Rwanda. Participants were…
Descriptors: Mathematics Instruction, Educational Technology, Computer Software, Instructional Effectiveness