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Statistical Inferences Supporting the Hypothesis of Teaching with GeoGebra

DOI: 10.4236/oalib.1101255    535 Downloads   802 Views   Citations

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.

Conflicts of Interest

The authors declare no conflicts of interest.

Cite this paper

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.

References

[1] Pellumb, K. (2010) GeoGebra: A Global Platform for Teaching and Learning Math Together and Using the Synergy of Mathematicians. International Journal of Teaching and Case Studies, 2, 225-236.
[2] Hohenwarter, J. and Hohenwarter, M. (2008) Introduction to GeoGebra. Online, 37-42.
[3] Hohenwarter, J. and Hohenwarter, M. (2012) Introduction to GeoGebra4 (Modified). 114-124.
http://facultyfp.salisbury.edu/despickler/personal/Resources/GeoGebra_Guides/introen_4_2
[4] David, M. (2005) Introduction to Information and Communication Technology in Education. University of Oregon, Eugene.
http://darkwing.uoregon.edu/~moursund/DigitalAge1/index.htm
[5] Mathematics Education Library (2002) Computer Environments for the Learning of Mathematics. Vol. 13, Kluwer Academic Publishers, New York, Boston, Dordrecht, London, Moscow, 191.
[6] Spiegel, M.R. (1988) Statistics. 2nd Edition, McGraw-Hill, Book Company, 58-86.
[7] http://www.danielsoper.com/statcalc/calc07.aspx
[8] Engineering Statistics Handbook. Nist/Sematech, E-Handbook of Statistical Methods. Chapter 7: Product and Process Comparisons, Confidence Intervals for the Difference of Treatment Means.
http://www.itl.nist.gov/div898/
[9] Goodman, A. (1995, 2003) Introduction to Data Col Lection and Analysis. Deakin University, location. Copyright © Deakin University, Chapter: Data Graphical Presentation.
[10] Böhm, J. (2008) Linking Geometry, Algebra and Calculus with GeoGebra, ACDCA, DUG and Technical. University of Vienna, Vienna.

  
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