Algebra with Geogebra: Connecting Abstraction to Visualization
Date
2019
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Central Department of Education Mathematics
Abstract
The title of this research was “Algebra with GeoGebra: Connecting Abstraction to
Visualization”. The use of technology in mathematics teaching and learning has
become a popular strategy in Nepal. The primary purpose of this research was to
measure the effectiveness of GeoGebra in teaching algebra making the connection
between algebraic and geometric concepts. For achieving this purpose, the researcher
used an experimental research method in which the researcher adopted the pre-test
post-test quasi nonequivalent design. Two private secondary schools were selected
from Barahathawa, Sarlahi to observe the impact of the use of GeoGebra in algebra
teaching regarding students’ achievement, and students’ algebraic thinking. The
researcher used achievement test in algebra, algebraic thinking test and memo writing
as the main data collection tools. The internal consistency of each test was ensured by
calculating Cronbach’s Alpha model with SPSS 21.0 setting 0.05 level of
significance. After one month of regular treatment to the experimental group,
achievement of students from both groups was recorded in terms of post-test. From
the result, the study has succinctly shown that there was a significant difference in
students’ achievement of experimental and control groups in post-test. More
importantly, the result indicated that the use of GeoGebra in algebra teaching improve
the algebraic thinking of students by connecting algebra to its geometric
interpretation. Furthermore, errors of choosing correct variables in verbal problems of
algebra had been reduced and students did not confuse about the using variables in
algebraic problems. Thus, it is affirmed that the use of GeoGebra can be valuable to
improve students algebraic thinking skills.
Description
Keywords
Algebra, Visualization