Effects of using dynamic geometry on learning and attitude towards mathematics
Abstract
The purpose of this descriptive and correlational study with a pre-experimental design was to know the effect of the use of dynamic geometry on the learning and attitude towards mathematics in 26 high school students from a private university in Mexico during the 2017-2018 academic year. For the study, a pretest and posttest of knowledge about the parable and a scale of attitude towards mathematics were administered at the beginning and at the end of the treatment. A large and positive effect (according to Cohen's d) of the use of dynamic geometry (GeoGebra) on student learning was found; it shows that, through it, students can learn concepts, and properties of loci; however, students couldn’t solve an application problem using GeoGebra effectively. Furthermore, a significant difference was found between the favorable attitude towards mathematics before and after using GeoGebra in the learning process. The observed growth was from 52.8% to 61.4%. This finding indicates that the use of dynamic geometry has a positive effect on the attitude towards mathematics.
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References
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