The role of dynamic geometry software in the process of learning: GeoGebra example about triangles

Abstract

            This paper aims to observe effects of dynamic mathematics software (GeoGebra) on eight grade students’ achievements for the subjects of triangles. Two eighth grade classes from a primary school were selected as experiment and control groups. A two weeks course was planned in accordance with the official course curriculum for the experiment group. The planned and GeoGebra constructed activities which demand effective use of GeoGebra for this grade shared with the students during the learning and teaching process. Simultaneously, the control group continued their formal teaching and learning procedure. A pre test, a post test and a recall test were used to assess the possible effect of the dynamic mathematics software for the groups both before and after the classroom activities. Possible comparisons between the tests and the groups were performed. The results show that dynamic software (GeoGebra) has positive effects on students' learning and achievements. It has also been observed that it improves students’ motivation with positive impact.