ISSUES AND CHALLENGES IN THE USE OF GEOGEBRA IN TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN MAKURDI METROPOLIS
DOI:
https://doi.org/10.53555/eijbms.v5i4.92Keywords:
GeoGebra, Teaching, Learning, Mathematics, Secondary, Schools, Benue, NigeriaAbstract
This research work examined the issues and challenges in the use of GeoGebra in teaching and learning of Mathematics in Secondary Schools in Makurdi metropolis. Survey research design was adopted for the study. The population of 190 students and 10 teachers were used as respondents for the study. The researcher used both primary and secondary sources obtained by the use of a well-structured questionnaire. The data collected were analyzed using descriptive statistics such as frequency, simple percentages. Confirmatory factor analysis was used for to test the validity of the instrument while the Cronbach Alpha Coefficient was used to establish the reliability of the instrument. The result of the study showed that unavailability or no computer is the major challenges preventing teaching and learning of Mathematics in the selected Secondary Schools in the study area this is followed by low teacher competence as one of the challenges preventing the use of GeoGebra in the teaching and learning of Mathematics in the selected Secondary Schools in the study area. Unavailability of GeoGebra software and erratic power supply are some of the factors. It was concluded that with the availability of dynamic mathematics software, like GeoGebra, teachers will be able to make graphical representations of mathematics concepts and thus present difficult concepts in a very clear and unambiguous manner. It was recommended among others that Policy makers and school authorities should consider the acquisition of computer and GeoGebra software so that they can improve on the level of comprehension of mathematics being taught in school.
References
. Bu, L., & Schoen, R. (2011). Pathways to Mathematical Understanding Using GeoGebra. Rotterdam: Sense Publishers, pp. 56-68.
. Milrad, M., Spector, J. M., & Davidsen, P. I. (2003). Model facilitated learning. In S. Naidu (Ed.), Learning and teaching with technology: Principles and practices (pp. 13–27). London: Kogan Page.
. Battista, M.T. (1990). Spatial visualization and gender differences in high school geometry. .Journal for research in mathematics education, pp. 47-60.
. Battista, M. T. (1999). Geometry results from the Third International Mathematics and Science Study. Teaching Children Mathematics, 5(6):367-73.
. Battista, M. T. (2001). A research-based perspective on teaching school geometry. Advances in Research on Teaching, 8, 145-185.
. Battista, M. T. (2007). The development of geometric and spatial thinking. Second handbook of research on mathematics teaching and learning, 2, 843-908.
. Okereke, S. C. (2006). Effect of Price Knowledge of Implications of Mathematics tasks/concepts to career types and gender on students’ achievement, Interest and retention. In U. Nzewi (Ed) STAN procedures of the 47th Annual Conferero.253259.
. Roberts, G. R. (2012). Technology and Learning expectations of the net generation. Johnstown: University of Pittsburgh Press, pp. 26-31.
. White, T. (2012a). Debugging an artifact, instrumenting a bug: Dialects of instrumentation and design in technology-rich learning environments. International Journal of Computers for Mathematical Learning, 13 (1): 1-26.
. Hohenwarter, M. (2006).Dynamic Investigation of functions using GeoGebra. In proceedings of Dresden International Symposium on Technology and its integration into Mathematics Education Dresden, Germany. DES-TIME.
. Hohenwarter, M. (2010). GeoGebra (version 3.2) Computer Software. Linz, Austria: University of Linz, pp.7681.
. Hohenwarter, M. and Jones, K. (2007). Ways of linking geometry and algebra: The case of GeoGebra. Proceedings of the British Society for Research into Learning Mathematics, 27 (3):126-131.
. Hohenwarter, M., and Lavicza, Z. (2007). Mathematics teacher development with ICT: towards an International GeoGebra Institute. In D. Küchemann (Ed.), Proceedings of the British Society for Research into Learning Mathematics. 27 (3). University of Northampton, UK: BSRLM.
. Prescott, A., Mitchelmore, M., & White, P. (2002). Student difficulties in abstracting angle concepts form physical activities with concrete materials. In B. Barton, K. C. Irwin, M. Pfannkuch, & M. O. Thomas (Eds.), Mathematics education in the South Pacific. Proceedings of the 25th annual conference of the Mathematics Education Research Group of Australasia, Auckland, NZ, pp. 583-591. Sydney: MERGA.
. Dogan, M. (2010). The role of dynamic geometry software in the process of learning: GeoGebra example about triangles. Retrieved from: http://www.time2010.uma.es/Procee dings.
. Erhan, S. H. and Andreasen, J. (2013). Exploring calculus with dynamic mathematics software. Mathematics and Computer Education, 47(1), 618.
. Bakar, K. A., Ayub, A. F. M, Luan, W. S., & Tarmizi, R. A. (2002). Exploring secondary school students’ motivation using technologies in teaching and learning mathematics. Procedia-Social and Behavioral Sciences, 14, 4650-4654.
. Hohenwarter, M., Jarvis, D., & Lavicza, Z. (2009). Linking Geometry, Algebra and Mathematics teachers: GeoGebra software and the establishment of the International GeoGebra Institute. The International Journal for Technology in Mathematics Education, 16(2):8386.
. Sahaa, R., Ayuba, A., & Tarmizi, R. (2010). The effects of GeoGebra on Mathematics achievement: Enlightening coordinate geometry learning. Procedia Social and Behavioral Science, 8, 686-693. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
. White, J. (2012b). The impact of technology on student engagement and achievement in mathematics classroom. Paper submitted in partial fulfilment of the requirements for the degree of Masters of Education, Memorial University, and NL.
. Grandgenett, N. (2007). Mathematics and Computer Education. ProQuest Education Journal, 41(3), 276.
. Voogt, J. (2008). ICT The role of dynamic geometry software in the process of learning: GeoGebra example about triangles. International Journal of Human Sciences, 6(4): 23- 39.
. Prieto, J. N., Sordo, Juanena and Star, (2013). Designing Geometry 2.0 learning environments: a preliminary study with primary school students. International Journal of Mathematical Education in Science and Technology (ahead-of-print): 121.
. Gürsul, F. and H. Keser (2009). The effects of online and face to face problem based learning environments in mathematics education on student's academic achievement. Procedia Social and Behavioral Sciences 1(1): 2817-2824.
. Preiner, J. (2008). Introducing dynamic mathematics software to mathematics teachers: The case of GeoGebra. (Doctor Philosophy dissertation, University of Salzburg, Austria).
. Hohenwarter, J., Hohenwarter, M., & Lavicza, Z. (2010). Evaluating difficulty levels of dynamic geometry software tools to enhance teachers’ professional development. International Journal for Technology in Mathematics Education, 17(3), 127-134.
. Žilinskienė, I., & Demirbilek, M. (2015). Use of Geogebra in primary math education in Lithuania: An exploratory study from teachers’ perspective. Informatics in Education, 14(1), 127–142. doi: 10.15388/infedu.2015.08.
. Agyei, D. D., & Voogt, J. (2011). ICT use in the teaching of mathematics: Implications for professional development of pre-service teachers in Ghana. Education and information technologies, 16(4), 423- 439.
. Rogers, E. M. (1995). Diffusion of innovations. New York: The Free Press, pp. 47-48.
. Hutkemri, E. Z. and Nordin, N. M. (2011). Employing Geogebra in the teaching of mathematics: The teachers’ perspective.
. Kabaca, T., Çontay, E. G. and İymen, E. (2011). From Geometric Representation to Algebraic Representation with Dynamic Mathematics Software: The Concept of Parabola. Pamukkale Universities Eğitim Fakültesi Dergisi, 30 (2):101110.
. Zulnaidi, H. and Zakaria, E. (2012). The Effect of Using GeoGebra on Conceptual and Procedural Knowledge of High School Mathematics Students, Asian Social Science, 8(11), 101-106.
. Doktoroglu, R. (2013). The Effect of Teaching Linear Equation with Dynamic Mathematics Software on seventh grade student’s Achievement thesis in mathematics Education Faculty of Social Science Middle East Technical University.
Downloads
Published
Issue
Section
License
Copyright (c) 2019 EPH - International Journal of Business & Management Science (ISSN: 2208-2190)
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
