Geogebra for Learning and Teaching: A Parallel Investigation

Autor/inn/en	Mthethwa, Mthembeni; Bayaga, Anass; Bossé, Michael J.; Williams, Derek
Titel	Geogebra for Learning and Teaching: A Parallel Investigation
Quelle	In: South African Journal of Education, 40 (2020) 2, Artikel 1669 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Bayaga, Anass) ORCID (Bossé, Michael J.) ORCID (Williams, Derek)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0256-0100
Schlagwörter	Mathematics Instruction; Algebra; Computer Software; Computer Uses in Education; Secondary School Mathematics; High School Students; Rural Schools; Poverty; Instructional Effectiveness; Foreign Countries; Mathematics Skills; Problem Solving; Mathematics Teachers; Teacher Attitudes; Outcomes of Education; South Africa + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Computernutzung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Armut; Unterrichtserfolg; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lernleistung; Schulerfolg; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In the study reported on here, we investigated the effects of the use of dynamic geometry software (DGS) (i.e., GeoGebra) on learners' learning and a teacher's beliefs. The learners and teacher involved in the study were from a high-poverty, rural high school in South Africa. We compared grade 11 learners (N = 56) who used GeoGebra in the context of learning circle geometry with learners who experienced geometry through traditional lecture-based instruction. Participating learners were from classes in a public school located in the rural Umkhanyakude district of KwaZulu-Natal, Republic of South Africa. Results showed that learners using GeoGebra were more successful at solving problems and justifying their statements, while the other learners provided a limited justification for their answers. In a parallel and complementary investigation the teacher's attitudes toward using GeoGebra as an instructional tool were considered qualitatively. Results showed that even in high-poverty, rural settings where the availability of technological resources are limited, the use of GeoGebra affected learners' learning and had positive effects on the teacher's beliefs regarding teaching and learning. (As Provided).
Anmerkungen	Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01