2,406
Views
0
CrossRef citations to date
0
Altmetric
INFORMATION & COMMUNICATIONS TECHNOLOGY IN EDUCATION

The Effect of GeoGebra on University Students’ Understanding of Polar Coordinates

ORCID Icon, &
Article: 2177050 | Received 23 Sep 2022, Accepted 01 Feb 2023, Published online: 02 Mar 2023

References

  • Aiken, L. R. (2000). Psychological testing and assessment (10th ed.). Allyn and Bacon. https://books.google.com.gh/books?id=R1l9AAAAMAAJ
  • Akgül, M. B. (2014). The effect of using dynamic geometry software on eight grade students’ achievement in transformation geometry, geometric thinking and attitudes toward mathematics and technology y [Master’s thesis, Middle East Technical University]. http://etd.lib.metu.edu.tr/upload/12616880/index.pdf
  • Alabdulaziz, M. S., Aldossary, S. M., Alyahya, S. A., & Althubiti, H. M. (2020). The effectiveness of the GeoGebra programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students. Education and Information Technologies, 26(3), 2685–16. https://doi.org/10.1007/s10639-020-10371-5
  • Allport, G. W. (1935). Attitudes: A handbook of social psychology, Worcester, mass. Clark University Press.
  • Antohe, V. N. (2010). New methods of teaching and learning mathematics involved by GeoGebra. Third international conference on innovations in learning for the future 2010: e-Learning (pp. 1–8). Istanbul: TC Istanbul University. https://www.researchgate.net/profile/
  • Arbain, N., & Shukor, N. A. (2015). The effects of GeoGebra on students achievement. Procedia - Social and Behavioral Sciences, 172, 208–214. https://doi.org/10.1016/j.sbspro.2015.01.356
  • Coolidge, J. L. (1952). The Origin of Polar Coordinates. The American Mathematical Monthly, 59(2), 78–85. https://doi.org/10.1080/00029890.1952.11988074
  • Dikovic, L. (2009). Applications GeoGebra into teaching some topics of mathematics at the college level. Computer Science and Information Systems, 6(2), 191–203. https://doi.org/10.2298/CSIS0902191D
  • Doğan, M., & İçel, R. (2011). The role of dynamic geometry software in the process of learning: GeoGebra example about triangles. International Journal of Human Sciences. http://www.InsanBilimleri.com/En
  • Emaikwu, S. O., Iji, C. O., & Abari, M. T. (2015). Effect of GeoGebra on senior secondary school students’ interest and achievement in statistics in Makurdi local government area of Benue State, Nigeria. Journal of Mathematics (IOSRJM), 2(3), 14–21. https://www.researchgate.net/profile/Terseer-Abari/publication/357165114_
  • Enger, A. J., & Searle, D. (2008). Students in a digital age: Implications of ICT for teaching and learning. In International handbook of information technology in primary and secondary education (pp. 63–80). Springer. https://doi.org/10.1007/978-0-387-73315-9_4
  • Faul, F., Erdfelder, E., Buchner, A. & Lang, A. (2009). Statistical power analyses using G*Power 3.1: Tests for correlation and regression analyses. Behavior Research Methods, 41(4), 1149–1160. https://doi.org/10.3758/BRM.41.4.1149
  • Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research. Reading (MA). Addison-Wesley.
  • Frankel, N., & Wallen, E. (2010). Student Research companion: How to design and evaluate research in education. New York: McGaw-Hill.
  • Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59–96. https://doi.org/10.3102/00346543074001059
  • Galbraith, P., & Haines, C. (1998). Disentangling the nexus: Attitudes to mathematics and technology in a computer learning environment. Educational Studies in Mathematics, 36, 275–290. https://doi.org/10.1023/A:1003198120666
  • Gay, L. J. & Felding-Habermann, B. (2011). Contribution of platelets to tumour metastasis. Nat Rev Cancer, 11(2), 123–134. https://doi.org/10.1038/nrc3004
  • Ginns, P., & Ellis, R. (2007). Quality in blended learning: Exploring the relationships between on-line and face-to-face teaching and learning. Internet and Higher Education, 10, 53–64. https://doi.org/10.1016/j.iheduc.2006.10.003
  • Hohenwarter, M., & Jones, K. (2007). Ways of linking geometry and algebra: The case of geogebra. British Society for Research. BSRLM Geometry Working Group. http://eprints.soton.ac.uk/id/eprint/50742
  • Kamariah, A. B., Ahmad Fauzi, M. A., Wong, S. L., & Rohani, A. T. (2010). Exploring secondary school students’ motivation using technologies in teaching and learning mathematics. Rocedia Social and Behavioral, 4650–4654. https://doi.org/10.1016/j.sbspro.2010.03.744
  • Khalil, M., Farooq, R. A., Çakıroğlu, E., Khalil, U., & Khan, D. M. (2018). The development of mathematical achievement in analytic geometry of grade-12 students through GeoGebra activities. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1453–1463. http://doi.org/10.29333/ejmste/83681
  • Khalil, M., Khalil, U., & Haq, Z. (2019). Geogebra as a scaffolding tool for exploring analytic geometry structure and developing mathematical thinking of diverse achievers. International Electronic Journal of Mathematics Education, 14(2), 427–434. https://doi.org/10.29333/iejme/5746
  • Kim, T. K., & Park, J. H. (2019). More about the basic assumptions of t-test: Normality and sample size. Korean Journal of Anesthesiology, 331–335. https://doi.org/10.4097/kja.d.18.00292
  • Ljajko, E., & Ibro, V. (2013). DEvelopment of ideas in a GeoGebra-aided mathematics instruction. Mevlana International Journal of Education (MIJE), 3(3), 1–7. https://eric.ed.gov/?id=ED544150
  • Masri, R. M., Ting, S. H., Zamzamir, Z., & Ma’amor, R. L. (2016). The effects of using GeoGebra teaching strategy in Malaysian secondary schools: A case study from Sibu, Sarawak. Geografia-Malaysian Journal of Society and Space, 12(7). https://www.researchgate.net/profile
  • McMillan, A. (2000). Research in education: Evidence based inquiry. Pearson Education Limited. https://www.researchgate.net/profile/Norain-Mohd-Tajudin/publication/303876551_
  • Montiel, M., Wilhelmi, M. R., Vidakovic, D., & Elstak, I. (2009). Using the onto-semiotic approach to identify and analyze mathematical meaning when transiting between different coordinate systems in a multivariate context. Educational Studies in Mathematics, 72(2), 139–160. https://doi.org/10.1007/s10649-009-9184-2
  • National Council of Teachers of Mathematics. (2003). Principles and standards for school. In Reston. NCTM.
  • Ng, W., & Gunstone, R. (2002). Students’ perceptions of the effectiveness of the World Wide Web as a research and teaching tool in science learning. Research in Science Education, 32, 489–510. https://doi.org/10.1023/A:
  • Ocal, M. F. (2017). The effect of geogebra on students’ conceptual and procedural knowledge: The case of applications of derivative. Higher Education Studies, 7(2), 67. https://doi.org/10.5539/hes.v7n2p67
  • Oral, E., Wannomae, K. K., Hawkins, N., Harris, W. H., & Muratoglu, O. K. (2004). α-Tocopherol-doped irradiated UHMWPE for high fatigue resistance and low wear. Biomaterials, 25(24), 5515–5522. https://doi.org/10.1016/j.biomaterials.2003.12.048
  • Paoletti, T., Moore, K. C., Gammaro, J., & Musgrave, S. (2013). Students’ emerging understandings of the polar coordinate system. The sixteenth annual conference of research in undergraduate mathematics education (pp. 366–380). https://www.researchgate.net
  • Pierce, R., Stacey, K., & Barkatsas, A. N. (2007). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers & Education, 48(2), 285–300. https://doi.org/10.1016/j.compedu.2005.01.006
  • Ramsden, P. (1991). A performance indicator of teaching quality in higher education: The course experience questionnaire. Higher Education Studies, 16, 129–150. https://doi.org/10.1080/03075079112331382944
  • Saha, R. A., Ayub, A. F. & Tarmizi, R. A. (2010). The Effects of GeoGebra on Mathematics Achievement: Enlightening Coordinate Geometry Learning. Procedia - Social and Behavioral Sciences, 8, 686–693. https://doi.org/10.1016/j.sbspro.2010.12.095
  • Sayre, E., & Wittman, M. (2007). Intermediate mechanics students’ coordinate system choice. In electronic proceedings for the tenth special interest group of the mathematical association of America on Research in Undergraduate Mathematics Education Conference on Research in Undergraduate Mathematics Education. https://d1wqtxts1xzle7.cloudfront.net/30797423/sayre-wittmann-with-cover-page-
  • Shadaan, P. & Leong, K. E. (2013). Effectiveness of using GeoGebra on students' Understandiing in learning Cricle.The Malaysian Online Journal of Educational,1(1), 1–11. EISSN-2289-2990.
  • Shulman, L. S. & Carey, N. B. (1984). Psychology and the Limitations of Individual Rationality: Implications for the Study of Reasoning and Civility. Review of Educational Research, 54(4), 501–524. https://doi.org/10.3102/00346543054004501
  • Shyu, H. Y. (2000). Using video-based anchored instruction to enhance learning: Taiwan’s experience. British Journal of Educational Technology, 31(1), 57–69. https://doi.org/10.1111/1467-8535.00135
  • Sivan, E. (1986). Motivation in social constructivist theory. Educational Psychologist, 21(3), 209–233. https://doi.org/10.1111/1467-8535.00135
  • Suleman, A. H. (2012). Challenges facing the teaching and learning of mathematics in this technological age. The keynote address of the MAG 38th national annual conference. In Workshop. WA, Ghana.
  • Tay, M. K., & Wonkyi, T. M. (2018). Effect of using Geogebra on senior high school students’ performance in circle theorems. African Journal of Educational Studies in Mathematics and Sciences, 14, 1–18. https://www.ajol.info/index.php/ajesms/article/view/173391
  • Teh, G. P. L., & Fraser, B. J. (1995). Development and validation of an instrument for assessing the psychosocial environment of computer-assisted learning classrooms. Journal of Educational Computing Research, 12, 177–193. https://doi.org/10.2190/PKXE-VTTA-4PTA-B
  • Teo, T., & Noyes, J. (2008). Development and validation of a computer attitude measure for young students. Computers in Human Behaviour, 24, 2659–2667. https://doi.org/10.1016/j.chb.2008.03.006
  • Thurstone, L. L. (1931). Measurement of social attitudes. Journal of Abnormal and Social Psychology, 26, 249–269. https://psycnet.apa.org/doi/10.1037/h0070363
  • Vale, C., & Leder, G. (2004). Student views of computer-based mathematics in the middle years: Does gender make a difference? Educational Studies in Mathematics, 56, 287–312. https://doi.org/10.1023/B:EDUC.0000040411.94890.56
  • Webb, N. M., Shavelson, R. J., & Haertel, E. H. (2006). Reliability coefficients and generalizability theory. Handbook of Statistics, 26, 81–124. https://doi.org/10.1016/S0169-7161(06)
  • Wood, D. (1999). Social interaction as tutoring. Lev Vygotsky: Critical Assessments, 4, 282–303. https://books.google.com.gh/books?
  • Zengin, Y. F., & Kutluca, T. (2012). The effect of dynamic mathematics software geogebra on student achievement in teaching of trigonometry. Procedia-Social and Behavioral Sciences, 31(183–187). https://doi.org/10.1016/j.sbspro.2011.12.038
  • Zengin, Y., & Tatar, E. (2015). The teaching of polar coordinates with dynamic mathematics software. International Journal of Mathematical Education in Science and Technology, 46(1), 127–139. https://doi.org/10.1080/0020739X.2014.904529
  • Zulnaidi, H., & Oktavika, E. (2018). The effect of geogebra on students’misconceptions of limit function topic. JuKu: Jurnal Kurikulum & Pengajaran Asia Pasifik, 6(1), 1–6. http://jice.um.edu.my/index.php/JUKU/article/view/11168