Algebra with Geogebra: Connecting Abstraction to Visualization

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.