This paper demonstrates the way GeoGebra can be used in class as a learning tool to promote Euclidean Geometry in Senior High School. After a historical overview of the standing and interrelations of Geometry with other sciences, we explain why Euclidean Geometry has been marginalized both by students and teachers; thus, we analyze the parameters that contribute to that marginalization. One of them seems to be the lack of comprehension, which is probably connected to the traditional teaching approach.
Therefore, we suggest the use of alternative teaching tools based on technology and more specifically on dynamic geometry software such as GeoGebra. Research has proven that using GeoGebra may promote students’ comprehension and mood as well as higher performance.
The main objective of our research has been to provide evidence that GeoGebra can contribute to improving the previously mentioned parameters (comprehension-mood-performance). For this reason a teaching experiment was conducted in two classes of a private tuition school (1st grade of Senior High School) in Corfu, Greece. The first class was taught traditionally, whereas the second one was introduced to GeoGebra. The methodology followed was that of case study research. The paper was divided into two parts; the first one dealt with students’ comprehension and mood and the data had been processed qualitatively. In the second part students’ performance had been analyzed using quantitative methods.
The combined analysis concludes that, firstly, students’ comprehension is slightly better for the students taught with GeoGebra and secondly their mood increases significantly. On the other hand, students’ performance seems to be better for those who were taught traditionally. The important gain is that the students who were taught with GeoGebra seem also to have increased self-confidence, an improved attitude towards the lesson and self-image.
The major difference observed from other studies was students’ performance. Potential factors influencing the results might be the sample size, the way the sample was chosen and the lack of personal equipment (computer). Indeed, these same factors might also be responsible for the slight difference in the students’ comprehension.
Lastly, we put forward suggestions for a more balanced inclusion of GeoGebra software in class. For instance, a proper training for teachers on that specific software and a satisfactory amount of computers and other technological means could lead to higher learning quality.
|School:||University of Nicosia (Cyprus)|
|Source:||MAI 58/05M(E), Masters Abstracts International|
|Subjects:||Mathematics education, Mathematics, Educational technology|
|Keywords:||Case study, Euclidean geometry, Geogebra, Senior high school, Thematic analysis|
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