Open AccessGeoGebra integration and effectiveness in the teaching and learning of mathematics in secondary schools: A review of literature
Author(s) -
Marie Sagesse Uwurukundo,
Jean François Maniraho,
Michael Tusiime
Publication year - 2020
Publication title -
african journal of educational studies in mathematics and sciences
Language(s) - English
Resource type - Journals
eISSN - 2508-1128
pISSN - 0855-501X
DOI - 10.4314/ajesms.v16i1.1
Subject(s) - trigonometry , mathematics education , construct (python library) , generalization , computer science , mathematical software , logical reasoning , software , algebra over a field , mathematics , geometry , pure mathematics , mathematical analysis , programming language
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.