Statistical Inferences Supporting the Hypothesis of Teaching with GeoGebra

Abstract

Our paper “Geogebra: A Global Platform for Teaching and Learning Math Together and using the Synergy of Mathematicians” [1] (published in the International Journal of Teaching and Case Studies (IJTCS), Vol. 2, 2010) presented the main advantages of using GeoGebra in the teaching and learning mathematics: easy teaching and easy learning, quick and correct grasping of the concept, and provision of an interactive learning environment. And above all, GeoGebra is an open source for teaching and learning for all. The purpose of this paper is to study and analyse of the effect of using GeoGebra software [2] in teaching and learning process of mathematics, and to support the advantage thesis related to it. We have investigated and got some conclusions whether the mathematical course taught by using GeoGebra software is as effective as more traditional methods of instruction. The results and the inferences are based on the experiment carried out in Albania, in a period of two years, in the second and the third year of several secondary schools of different cities. The scientific experimentation was the comparison of several groups, one of which served as a control group. The conclusions drawn at the end of the experiment are very optimistic. The test provides evidence that the new teaching and learning method in mathematics, based on GeoGebra software by using this software in teaching and learning process [3], causes much more increase in the level of knowledge and skills in mathematics than the traditional method used in this process.

Share and Cite:

Kllogjeri, A. and Kllogjeri, P. (2015) Statistical Inferences Supporting the Hypothesis of Teaching with GeoGebra. Open Access Library Journal, 2, 1-10. doi: 10.4236/oalib.1101255.

Conflicts of Interest

The authors declare no conflicts of interest.

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