Mathematics 10 00398
Mathematics 10 00398
Mathematics 10 00398
Review
Synthesis of Modeling, Visualization, and Programming in
GeoGebra as an Effective Approach for Teaching and Learning
STEM Topics
Rushan Ziatdinov 1, * and James R. Valles, Jr. 2
Abstract: GeoGebra is an interactive geometry, algebra, statistics, and calculus application designed
for teaching and learning math, science, and engineering. Its dynamic interface allows its users
to accurately and interactively visualize their work, models, and results. GeoGebra employs the
synthesis of three key features: modeling, visualization, and programming (MVP). Many studies have
shown the positive effects of GeoGebra on the efficiency and effectiveness of learning and teaching
topics related to science, technology, engineering, and mathematics. In this study, we discuss how
GeoGebra provides an environment for learning that is very interactive and collaborative between
the learner and the instructor. We also show how integrating GeoGebra into the learning scheme can
help improve the skills and knowledge of school and university students in numerous advanced
mathematical courses, such as calculus, mathematical statistics, linear algebra, linear programming,
computer-aided design, computer-aided geometric design, analytic and projective geometry, and
graphical representation. Therefore, this study shows the effectiveness of GeoGebra and its MVP key
features in science and engineering, particularly in topics related to mathematics. Each key feature of
Citation: Ziatdinov, R.; Valles, J.R., Jr. GeoGebra is thoroughly analyzed, and further analyses, along with how GeoGebra can be helpful in
Synthesis of Modeling, Visualization, different topics, are discussed.
and Programming in GeoGebra as an
Effective Approach for Teaching and Keywords: GeoGebra; STEM; intelligent tutoring system; interactive learning environment;
Learning STEM Topics. Mathematics
dynamic mathematics software; college mathematics; creative environment; modeling; programming;
2022, 10, 398. https://doi.org/
visualization
10.3390/math10030398
college and university students, who can use it in more advanced mathematics classes, such
as analytic and differential geometry and numerical methods. Overall, the dynamic preface
of GeoGebra makes it very suitable and helpful for students at different educational levels.
In some sense, GeoGebra can be regarded as a helpful tool for each and every learner in
different mathematical areas. It allows for HTML exportation, which in turn allows for
creative teaching kits for artistic visuals and mentoring aids, and this helps garner more
class participation, which is widely attributed to dynamic worksheets [2].
In the current digital era, handheld devices such as mobile phones and tablets have
become vital to the daily lives of individuals, students, and people in academia. Such
transformation is widely due to the societal adaptability and mass acceptance of the
continued digitalization of the current world. Mobile devices provide a reliable alternative
for desktop computers in many ways, including in the conceptualization and understanding
of mathematical discourse [3]. In comparison to computers, they are regarded as useful
tools for cultivating proactive study places, hence proving their capability in bridging the
gaps in learning mathematics at the university level, as opposed to relying on textbooks.
They also help increase the focus and attention of learners through the visuals that they
provide, along with the ease with which the students can send responses when they
encounter a learning problem. One of such problems faced by younger generations is
the increasingly short attention span. As an educational application, GeoGebra is highly
recommended and can be downloaded from Google Play or Apple’s App Store. It only
requires the users to simply log in and allows them to publish and share their work with
other users, thus making learning highly interactive and collaborative [3]. It also allows for
the integration of technology into the academic curriculum, and it offers a collaboration
of blended learning, both traditional and digital. Moreover, it helps university learners
develop a deeper and more comprehensive understanding of mathematics, and its user-
friendly interface allows learners to draw and simultaneously have algebraic functions
that can all be entered directly with a keyboard, suiting the different learning needs of
each learner.
GeoGebra is useful not only for students in middle and high school, but also for college
students and educational instructors. In a study in 2019, Machromah et al. [4] tested the
advantages of GeoGebra for university students studying and practicing calculus and found
that it provides a substantial discourse. In another study, Haciomeroglu et al. [5] showed
that GeoGebra helped the teachers familiarize themselves with the concepts of geometry,
algebra, and calculus, which are commonly taught to university students. Particularly, it
was found that the importance of representations, visualizations, and dynamic worksheets
was imparted to the teachers [5]. Moreover, the courses that the teachers enrolled in helped
them improve their skills to provide better and more up-to-date teaching aids and methods.
Overall, GeoGebra helps decrease the level of anxiety that many instructors might feel
toward technology-integrated learning. To be able to effectively serve 21st-century learners,
teachers need to modernize their pedagogical approaches, preferably with the current
technological trends. In their research on GeoGebra’s contributions to the professional
development of mathematics instructors, Escuder and Furner [6] found that the teachers
obtained experience particularly by navigating through the software and that this helped
them improve their skills in order to productively pass on their knowledge to their students.
Overall, a positive influence was linked to the mathematics teachers’ perception of learning
that is integrated with technology. Hence, GeoGebra helped increase their self-confidence
in using technology in teaching.
Besides decreasing the level of anxiety and difficulty that teachers feel toward their
digital literacy skills, GeoGebra provides a promising course of action in which instructors
can practice and explore mathematics and subjects related to science, technology, engineer-
ing, and mathematics (STEM). It allows them to hone their digital literacy skills. Digital
literacy refers to a person’s capacity to find, assess, and clearly transmit information on
a variety of digital platforms using typing and other media. According to the UNESCO,
digital skills are defined as a set of abilities to access and manage information through
Mathematics 2022, 10, 398 3 of 16
3. Modeling in GeoGebra
To provide a brief yet substantial context, it is worth mentioning that modeling
in terms of mathematics is a key feature embedded in the process and knowledge of
mathematics. According to Dundar et al. [15], mathematical modeling involves the process
of conversion, which is a constant and inevitable part of realistic scenarios that involve
mathematics. Modeling is the process of converting incidents that actually happen and
converting mathematics-based incidents into an actual and realistic scenario.
Overall, GeoGebra can be considered a very creative tool for mathematical modeling.
Doer and Pratt [16] defined two different types of modeling based on each student’s task:
exploratory modeling and expressive modeling. In exploratory modeling, a default model,
made by a professional, is given to each user, thus enabling the learner to demonstrate their
skills in model construction. While the model is being constructed, the student can stumble
upon a pathway that results in a better understanding of the connection present amidst the
model world and reality. According to Doer and Pratt [16], the modeling element found in
GeoGebra provides a brilliant way of showing the cyclic view to the learners.
In the field of mechanical engineering, most of the topics constituting student courses
involve the relative movement of various parts that make up a machine. Most books
discussing mechanism and machine theory (MMT) provide a comprehensive description
of assessments and combinations of connections along with approaches that are geometric
in nature, which have withstood the test of time [17,18]. However, as the concepts of
movement are explained in such books by static figures and arrows, these concepts can be
difficult for students to grasp, especially when considering the fact that each individual has
a different learning style. Hence, to bridge this gap, modern multimedia methods, such
involve the relative movement of various parts that make up a machine. Most books dis-
cussing mechanism and machine theory (MMT) provide a comprehensive description of
assessments and combinations of connections along with approaches that are geometric
in nature, which have withstood the test of time [17,18]. However, as the concepts of
Mathematics 2022, 10, 398 movement are explained in such books by static figures and arrows, these concepts 5 of 16can
be difficult for students to grasp, especially when considering the fact that each individual
has a different learning style. Hence, to bridge this gap, modern multimedia methods,
such as videos,
as videos, simulations,
simulations, and other
and other visualvisual aids,
aids, are are thus
used, used,creating
thus creating an interactive
an interactive and
and encouraging learning environment [19]. One fundamental in MMT
encouraging learning environment [19]. One fundamental in MMT is dynamic geometryis dynamic geom-
etry environments
environments (DGEs),
(DGEs), whichwhich
allowallow the establishment
the establishment of geometric
of geometric structures.
structures.
GeoGebra
GeoGebra includes majorityof
includes a majority ofthe
theconstruction
constructiontools
toolspresent
present
in in
2D2D computer-aided
computer-aided
designsoftware
design software(Figure
(Figure1),
1),which
whichcan
canhelp
helpbuild
builddynamic
dynamicmodels
modelssimilar
similartotothose
thoseofofgeo-
geometric establishments with value-changeable specific parameters
metric establishments with value-changeable specific parameters [19]. [19].
Figure 1. Using lines and conics to model the Daegu metropolitan city emblem. GeoGebra facilitates
Figure 1. Using lines and conics to model the Daegu metropolitan city emblem. GeoGebra facilitates
the calculation of the intersections of lines and conics.
the calculation of the intersections of lines and conics.
Dynamic
Dynamic models
models are established in
are established in MMT,
MMT,wherein
whereinparameters
parametersactact as as coordinates.
coordinates.
Generally, numerous procedures in mechanism analysis are built upon
Generally, numerous procedures in mechanism analysis are built upon geometry. In lessons geometry. In les-
sons
based based on theories
on theories followingfollowing the concepts
the concepts of geometry,
of geometry, relatedapplets
related GeoGebra GeoGebra applets
(available
(available on the internet) are conveyed to supplement and fulfill students’
on the internet) are conveyed to supplement and fulfill students’ understanding. These understand-
ing. Theseare
applets applets are interactive
interactive and can
and can even even be downloaded
be downloaded and modified
and modified to customize
to customize new
new
toolstools
[19].[19]. GeoGebra
GeoGebra improves
improves thethe teachability
teachability of concepts
of concepts in MMT,
in MMT, thereby
thereby allowing
allowing
students
studentsto tocomply
comply with requirements
requirementson ontime,
time,with
withwide
wideknowledge
knowledge andand application
application of of
MMT concepts.
MMT concepts.
Flehantov and
Flehantov and Ovsiienko
Ovsiienko [20][20] performed
performedaastudy
studytotoinvestigate
investigate thethe
effectiveness
effectivenessof of
GeoGebrainingaining
GeoGebra gainingand andcultivating
cultivatingknowledge
knowledgeon onmathematical
mathematicalmodeling.
modeling.Overall,
Overall,Ge-
GeoGebra has its own spreadsheet feature, which allows its users
oGebra has its own spreadsheet feature, which allows its users to complete their to complete their re-
require-
quirements in portions in each study. The study results showed that GeoGebra provides
ments in portions in each study. The study results showed that GeoGebra provides a rapid
a rapid formulation of intuitive spatial visualizations formed by students in terms of as-
sessing the dynamic characteristics embedded in motion [20]. This was realized through
the dynamic image formation of vector motion components. In this context, GeoGebra
allowed for a great description and formulation of the mathematical schemas present in
the software autonomously.
GeoGebra offers a constructivist teaching approach that allows students to indepen-
dently build their own models while offering guidance [21]. It also makes the concept of
oscillatory motion easier for learners to grasp. In this way, students can realize the desired
Mathematics 2022, 10, 398 6 of 16
outcomes of different models and simulations, hence enhancing their skills in science,
technology, engineering, and mathematics (STEM), an aspect that is highly valuable in
related careers. Modeling is highly required not only in scientific research, but also in
studying physics [21]. GeoGebra allows the fusion of mathematics and physics through
the advantages of information technology, hence providing students with a preview of the
experience of creating models and simulations that pertain to physical phenomena [22,23].
With the students engaging in the establishment of models, their computational thinking
skill is enhanced, which is a vital factor in STEM-related professions.
Generally, GeoGebra is continuously upgraded by its vast programming team. Ac-
cording to Mussoi et al. [24] and Aktümen and Bulut [25], GeoGebra allows model im-
provements, realistic phenomenon simulations, and realistic problem constructions. It also
allows students to construct independently and to work in groups and apply their own
knowledge in the field of mathematics.
GeoGebra provides engineering students with access to modeling parametric curves,
such as trochoidal, epitrochoid, and hypocycloid curves [26]. According to Escuder and
Furner [6] and Navetta [27], Baravelle spirals and their relationship with infinite geomet-
ric series and complex numbers have been encapsulated. Moreover, Akkaya et al. [28]
showed that GeoGebra is regarded as an avenue for students to study symmetry basic
logic. GeoGebra also helps students learn statistics-related skills, including data man-
agement, analysis, and inference, as well as studying probability models [29]. It has also
been found to be useful with the concepts of kinematics, quantum physics, thermal ki-
netics, and thermochemistry. According to Mussoi [24], GeoGebra aids in rationalizing
rectilinear motion.
Many geographically specialized studies require the use of maps. One platform that
is fundamentally useful in navigation is Google Maps. However, this platform still does
not allow its users to designate points at certain locations or to show the distance between
points [30]. GeoGebra allows the creation of a geometric topology on its interface, thus
addressing this problem of Google Maps. It further allows the combination of geography,
mathematics, and information technology visuals. This is achieved through a multistep
construction, demonstrating the visual significance of the context of geography, and laying
the foundation for future investigations [30].
4. Visualization in GeoGebra
4.1. Overview of Visualization
Since the beginning of time, visual imagery has been an efficient tool for transmitting
both abstract and concrete ideas. Cave paintings, Egyptian hieroglyphs, Greek geometry,
antique mosaics, and Leonardo da Vinci’s groundbreaking methods of technical drawing
for engineering and scientific purposes are all instances of this principle. Moreover, the in-
troduction of computer graphics was pivotal in the development of scientific visualizations,
hence influencing modern education at all levels [31].
Meditation can be used as an outlet for creative imagination, describing someone
with a high level of confidence [32]. According to Spence [33], meditation is an inherently
human task that employs cognition, far from computers. However, recently, visualization
has been found to be related to data, computers, and humans’ use of technology. According
to Chen et al. [32], visualization is inherently connected to information quality. Through
visualization, a data image is created, which helps relay information. This process also
calls for converting one type of data to another. Hence, visualizing data allows many
professionals, such as analysts and researchers, to form perceptions of data in a very
straightforward manner, mainly because of the powerful skills connected to the visionary
abilities of an individual, allowing them to observe and point out remarkable patterns
quickly [34]. The quality of an image is undeniably linked to the skill of visualization.
From a data-oriented point of view, visualization can be regarded as a means for accuracy
and proficiency.
abilities of an individual, allowing them to observe and point out remarkable patterns
quickly [34]. The quality of an image is undeniably linked to the skill of visualization.
From a data-oriented point of view, visualization can be regarded as a means for accuracy
and proficiency.
Mathematics 2022, 10, 398 7 of 16
GeoGebra helps increase motivation and improve mathematical skills, self-aware-
ness, and student learning involvement [35]. One of the main features of GeoGebra is its
enhanced and supportive capability
GeoGebra of visualization.
helps increase motivation and Inimprove
fact, visualization is considered
mathematical skills, self-awareness, a
great and highly effective waylearning
and student for better learning.
involvement Learners
[35]. One of thecan visualize
main features algebraic
of GeoGebraprob-is its
enhanced and supportive capability of visualization. In fact,
lems using the dynamic graphics of GeoGebra (Figure 2). This promotes geometric think- visualization is considered a
great and highly effective way for better learning. Learners can visualize algebraic problems
ing and provides algebraic
using theand visual
dynamic support
graphics for most
of GeoGebra learners
(Figure 2). This[36]. It also
promotes allowsthinking
geometric learn-
ers to solve mathematical problems
and provides algebraicand to freely
and visual supportexplore such problems
for most learners globally
[36]. It also allows and
learners to
granularly for as long solve
as mathematical
they wouldproblems and to freely to
like. According explore such problems
Zimmerman globally
[37], using andrepresen-
granularly
for as long as they would like. According to Zimmerman [37], using representations
tations and graphs as anda graphs
problem-solving technique
as a problem-solving hashas
technique proven helpful
proven helpful forfor obtaining
obtaining correctcor-
and
rect and accurate answers.
accurate answers.
Figure 2. Computing the barycentric coordinates of point P. Rasterization, texture mapping, mod-
Figure 2. Computing the barycentric coordinates of point P. Rasterization, texture mapping,
eling surfaces, and performing point-in-triangle
modeling surfaces, tests
and performing all employtests
point-in-triangle barycentric coordinates
all employ barycentric in com-
coordinates in
puter graphics. computer graphics.
Symmetry is one of the vital concepts embedded in analytic geometry. In this context,
GeoGebra is regarded as a suitable software program that can make learning the subject
more approachable for students. GeoGebra allows for a constructivist method, which
easily demonstrates point and line symmetries. Given how GeoGebra offers the function
of actual graphics of much needed visuals for mathematical concepts and courses, such
as that of symmetry, this makes GeoGebra suitable for sustaining the students’ attention
in learning otherwise daunting subjects, particularly because they are free to explore the
concept on their own and, thus, provide realistic examples through GeoGebra. Subjects
such as analytic geometry heavily rely on visuals and graphics to help learners actually
demonstrate understanding and comprehensive knowledge that is practical and applicable,
and this matches the functions that GeoGebra offers.
Trigonometry is a mathematical branch in which algebra, geometry, and graphical
reasoning are all conjoined. Zengin et al. [51] performed a study to investigate the effects of
GeoGebra on teaching and learning trigonometry. GeoGebra allows for the exploration of
trigonometric functions and subtopics involving their graphs, which are considered essen-
tial elements in mathematics classes. In that study, the authors used a pre/posttest control
group half-experimental pattern, and the results were found to exhibit some differences.
These research results revealed that computer-assisted instruction, as an added guide for
the constructivist teaching method, is more efficient than the constructivist teaching method
alone [51].
Kepceoglu and Yavuz [52] explored the effectiveness of GeoGebra in learning and
teaching trigonometry. Specifically, the aim of their study was to achieve this by teaching the
periodicity of trigonometric functions. In this regard, they were determined to know and
contrast the effectiveness of blended learning versus traditional learning on the students’
understanding of the periodicity of trigonometric functions. The study results showed that
the functions of GeoGebra, which allow for numerous representations of the periodicity of
trigonometric functions, helped the experimental group reach correct and slightly correct
answers [52]. Hence, it was concluded that the GeoGebra-assisted teaching approach
for learning about the graphs of trigonometric functions in calculus is better than the
traditional approach. Therefore, the study findings revealed that GeoGebra, which is
used in an alternative teaching approach with the terms of periodicity of trigonometric
functions that are typically taught algebraically rather than visually (using the traditional
teaching approach), is a very effective teaching tool [52]. In turn, this helped clarify how
numerous representations in concepts not limited to just trigonometry should be mandated
in different courses and subjects.
GeoGebra can be used for studying space geometry in college. Pamungkas et al. [53]
used a quasi-experimental design methodology to study the effectiveness of GeoGebra in
the field of space geometry. They found that it has favorable effects on the knowledge of
space geometry. Hence, GeoGebra is regarded as a viable tool in learning and teaching
space geometry. It not only helps make the subject matter more theory-centered but also
serves as a great aid by providing better learning methods as a teaching aid [53].
namic geometry software (DGS). GeoGebra has a special feature that is highly functional
for algebra. Particularly, it is designed to have both of the functions that constitute DGS and
CASs. In dual windows for algebra, students can work with points, lines, conic sections,
automatic equations, and coordinates. Many studies have pointed out the effectiveness
of using GeoGebra when working with concepts such as rational inequalities [55], linear
equations and slopes [56], and exponential and logarithmic functions [57].
Figure 4. Solving a linear programming problem. Using the available linear graphing tools and the
Figure 4. Solving a linear programming problem. Using the available linear graphing tools and the
spreadsheet tool facilitates finding the feasible set, associated vertices, and optimal solution.
spreadsheet tool facilitates finding the feasible set, associated vertices, and optimal solution.
Visualization
Hussen et al.is[63] an performed
essential strategy
a study tofordetermine
an individual
the roleto that
do better and plays
GeoGebra be more
in effi-
cient in mathematics.
making It allowsless
linear programming thecomplicated
individual to forhave a clearer
students. view
Their studyof results
the task or problem
showed
that thewhich
at hand, teaching strategies
in turn allows used forto
them linear
haveprogramming
a better grasp lacked representation
of the problem instead and that
of solely
the traditional method is used with very little consideration for technological
relying on a mental picture of it. In this context, visualization is a feature that GeoGebra resources.
Hence,
caters for.GeoGebra
This featureallows linear
goes programming
hand in hand with materials to be more easily
problem-based and accurately
learning, which in turn
represented mathematically. It also helps foster an interaction between the students and
helps improve the skills involved in linear programming.
the teacher.
Rahman and Johar [65] performed a study to assess how program-based learning
In another study, Hobri et al. [64] examined how GeoGebra can assist a pixton and
(PBL) with
kelase web GeoGebra increases
e-comic focused the critical
on linear thinkingthat
programming skills of students.
depends The results
on two variables. showed
They
that
used the Thiagarajan model, also known as the 4D model, and subdivided it into fourthink-
GeoGebra is helpful in linear programming and in improving students’ critical
ingstages.
skills They
in a given
found thatsubject. This is media
the learning because it provides
produced met the thecriteria
students with the
for validity, autonomy
efficacy,
required to critique
and practicality and
[64]. examine
They the graphic
also proposed images
a score that
that fits thethey
veryfreely draw within
high category duringthe set-
the validation of the e-comic developed using pixton and kelase in relation
tlement area. It also provides some level of autonomy with multiple possibilities of inde- to linear two-
variable programs,
pendently edited and which GeoGebra
modified caters for.
graphics. SuchOverall, theirofstudy
features showedallow
GeoGebra how GeoGebra
individuals to
is helpful in linear programming.
think outside the box in their pursuit of learning and working with linear programming.
Visualization is an essential strategy for an individual to do better and be more efficient
Basically, GeoGebra helps in learning models that have mathematical problems as their
in mathematics. It allows the individual to have a clearer view of the task or problem at
basis.
hand,This helps
which in students
turn allows develop
them totheir
havecritical
a betterthinking
grasp of skills in linear
the problem programming.
instead of solely
relying on a mental picture of it. In this context, visualization is a feature that GeoGebra
caters for. This feature goes hand in hand with problem-based learning, which in turn helps
improve the skills involved in linear programming.
Rahman and Johar [65] performed a study to assess how program-based learning (PBL)
with GeoGebra increases the critical thinking skills of students. The results showed that
GeoGebra is helpful in linear programming and in improving students’ critical thinking
skills in a given subject. This is because it provides the students with the autonomy required
to critique and examine the graphic images that they freely draw within the settlement area.
It also provides some level of autonomy with multiple possibilities of independently edited
and modified graphics. Such features of GeoGebra allow individuals to think outside
the box in their pursuit of learning and working with linear programming. Basically,
Mathematics 2022, 10, 398 12 of 16
GeoGebra helps in learning models that have mathematical problems as their basis. This
helps students develop their critical thinking skills in linear programming.
5. Programming in GeoGebra
First and foremost, GeoGebra is an open-source software program, which allows
it to run on desktop and laptop computers. A mobile version is also available. In the
past, the GeoGebra applets used to run through a web browser Java plugin. However,
since then, it has undergone many upgrades, eventually resulting in GeoGebraMobile. An
HTML5 version called GeoGebraWeb is also available. However, unlike its predecessor,
it no longer requires a Java plug-in. This allows all the resources of GeoGebra stemming
from GeoGebraTube to be accessible on devices such as tablets and smartphones [66]. Both
GeoGebraWeb and the desktop version of GeoGebra run on the same Java code base.
Recently, technology has turned into a necessity in every home, school, and corporation
and elsewhere. Such increased use of technology in learning makes sense as the world
continues toward ever-advancing modernity. The current generation of students prefer to
have technology fused into their education. According to Abramovich [67], technology
bridges the gap between comprehensive topics and dense topics, such as those found in
mathematics. Hence, GeoGebra serves as a response to the needs of 21st-century learners
in technology-integrated education.
In a study exploring the training of students in programming through GeoGebra,
Velikova and Petkova [68] recruited as their participants 52 future mathematics and in-
formatics teachers who were students at a university. They found that the training was
successful when GeoGebra was used as a programming practice.
In general, instructors are encouraged to create quizzes and similar test types through
GeoGebra by employing basic programming GeoGebra applets [69]. GeoGebra offers a
dynamic learning environment that aids in the production of mathematical quizzes that
are dynamic in nature. Overall, two types of scripts are used in GeoGebra: an internal Ge-
oGebra script, wherein internal commands are embedded, and an external Java script [69].
It is also worth noting that GeoGebra has allowed the development of dynamic e-learning
tools, such as student quizzes. In this context, a database that coincides with the applet’s
variable uses is created to store the data and information provided by the students [69].
Then, a line of communication is established between the students’ data and the variables
through a server and a database that the administrator(s) can access.
Generally, the programming features of GeoGebra can be integrated into the field
of physics. This offers doable programming for physics simulations that can be used
for teaching physics. Moreover, GeoGebra allows dynamic and flexible programming,
which can be utilized in teaching physics. It also allows the production of simulations
and animations, among other functions, even without prior knowledge of programming
languages [70]. These simulations can run on different devices and do not require Java
extensions. Additionally, GeoGebra allows the convenient exportation of animated GIFs for
moving illustrations [70]. It also allows students and teachers to create physics simulations,
which in turn allows them to gain a better understanding of the physics concepts that
would otherwise require much effort to fully and comprehensively grasp.
With the continuous digitization of physics education, more tools are required. This
was demonstrated by Solvang and Haglund [71], who examined how GeoGebra can help
physics students in Sweden, particularly how it can aid their understanding of the subject.
In their study, they emphasized that GeoGebra can facilitate an otherwise daunting topic
by allowing simulations. For instance, it can help with problems dealing with polynomial
functions. This is achievable because the software has a feature called sliders, in which the
coefficients are entered. In summary, GeoGebra allows dynamic interactions between each
and every representation, and this allows learners to uncover the links and basis for each
factor in each representation [71].
Mathematics 2022, 10, 398 13 of 16
Author Contributions: Conceptualization, R.Z. and J.R.V.J.; methodology, R.Z. and J.R.V.J.; software,
R.Z. and J.R.V.J.; writing—original draft preparation, R.Z. and J.R.V.J.; writing—review and editing,
R.Z. and J.R.V.J.; visualization, R.Z. and J.R.V.J. All authors have read and agreed to the published
version of the manuscript.
Funding: This research received no external funding.
Institutional Review Board Statement: Not applicable.
Informed Consent Statement: Not applicable.
Data Availability Statement: Not applicable.
Mathematics 2022, 10, 398 14 of 16
Acknowledgments: We would like to express our gratitude to the reviewers for the time and effort
spent to read the manuscript. We are grateful for all the helpful comments and recommendations
that helped us improve the quality of the manuscript.
Conflicts of Interest: The authors declare no conflict of interest.
References
1. Hohenwarter, M.; Preiner, J. Dynamic Mathematics with GeoGebra. JOMA 2007, 7, 1448.
2. Hohenwarter, M.; Preiner, J.; Yi, T. Incorporating GeoGebra into Teaching Mathematics at the College Level. In Proceedings of the
2007 ICTCM Conference, Boston, MA, USA, 29 July–2 August 2007.
3. Alkhateeb, M.A.; Al-Duwairi, A.M. The Effect of Using Mobile Applications (GeoGebra and Sketchpad) on the Students’
Achievement. Int. Electron. J. Math. Educ. 2019, 14, 523–533. [CrossRef]
4. Machromah, I.U.; Purnomo, M.E.R.; Sari, C.K. Learning calculus with GeoGebra at college. J. Phys. Conf. Ser. 2019, 1180, 012008.
[CrossRef]
5. Haciomeroglu, E.S.; Bu, L.; Schoen, R.C.; Hohenwarter, M. Learning to develop mathematics lessons with GeoGebra. MSOR
Connect. 2009, 9, 24–26. [CrossRef]
6. Escuder, A.; Furner, J.M. The Impact of GeoGebra in Math Teacher’s Professional Development. In International Conference on
Technologies in Collegiate Mathematics; Department of Mathematics and Statistics Old Dominion University: Norfolk, VA, USA,
2011; pp. 76–84.
7. Redecker, C. European Framework for the Digital Competence of Educators; DigCompEdu. No. JRC107466; Joint Research Centre:
Seville, Spain, 2017.
8. Verhoef, N.C.; Coenders, F.; Pieters, J.M.; van Smaalen, D.; Tall, D.O. Professional development through lesson study: Teaching
the derivative using GeoGebra. Prof. Dev. Educ. 2015, 41, 109–126. [CrossRef]
9. Baronte, A. Synergy. Investopedia. 2021. Available online: https://www.investopedia.com/terms/s/synergy.asp (accessed on 20
December 2021).
10. Hampton, S.E.; Parker, J.N. Collaboration and productivity in scientific synthesis. BioScience 2011, 61, 900–910. [CrossRef]
11. Wyborn, C.; Louder, E.; Harrison, J.; Montana, J.; Ryan, M.; Bednarek, A.; Nesshover, C.; Pullin, A.; Reed, M.; Dellecker, E.; et al.
Understanding the Impacts of Research Synthesis. Environ. Sci. Policy 2018, 86, 72–84. [CrossRef]
12. Pehkonen, E.; Törner, G. Mathematical beliefs and different aspects of their meaning. Zent. Didakt. Math. 1996, 28, 101–108.
13. Malmivuori, M.L. The Dynamics of Affect, Cognition, and Social Environment in the Regulation of Personal Learning Processes: The Case
of Mathematics; Research Report 172; University of Helsinki: Helsinki, Finland, 2001. Available online: https://helda.helsinki.fi/
bitstream/handle/10138/19814/thedynam.pdf (accessed on 20 December 2021).
14. Suweken, G. STEM-Oriented Mathematics Learning with GeoGebra. In Proceedings of the 3rd International Conference on
Innovative Research Across Disciplines (ICIRAD 2019), Bali, Indonesia, 20–21 September 2019.
15. Dundar, S.; Gokkurt, B.; Soylu, Y. Mathematical modelling at a glance: A theoretical study. Proc. Soc. Behav. Sci. 2012, 46,
3465–3470. [CrossRef]
16. Doerr, H.M.; Pratt, D. The Learning of Mathematics and mathematical modeling. In Research on Technology in the Teaching and
Learning of Mathematics: Syntheses and Perspectives. Mathematics Learning, Teaching and Policy; Heid, M.K., Blume, G.W., Eds.;
Information Age: Charlotte, NC, USA, 2008; Volume 1, pp. 259–285.
17. Norton, R. Design of Machinery: An Introduction to the Synthesis and Analysis of Mechanisms and Machines, 2nd ed.; McGraw-Hill:
New York, NY, USA, 1999.
18. Shigley, J.; Uicker, J. Theory of Machines and Mechanisms, 1st ed.; McGraw-Hill Book Company: New York, NY, USA, 1981.
19. Iriarte, X.; Aginaga, J.; Ros, J. Teaching Mechanism and Machine Theory with GeoGebra. In New Trends in Educational Activity
in the Field of Mechanism and Machine Theory. Mechanisms and Machine Science; García-Prada, J., Castejón, C., Eds.; Springer:
Berlin/Heidelberg, Germany, 2014; Volume 19, pp. 211–219.
20. Flehantov, L.; Ovsiienko, Y. The Simultaneous Use of Excel and GeoGebra to Training the Basics of Mathematical Modeling.
ICTERIA 2019, 15, 864–879.
21. Marciuc, D.; Miron, C.; Barna, E.S. Using Geogebra Software in The Teaching of Oscillatory Motions. Rom. Rep. Phys. 2016, 68,
1296–1311.
22. Akpinar, Y.; Bal, V. Teachers’ Collaborative Task Authoring to Help Students Learn a Science Unit. Educ. Technol. Soc. 2006, 9,
84–95.
23. Kuncser, C.; Kuncser, A.; Maftei, G.; Antohe, S. Easy understanding of magnetism via specific methods of computer assisted
education. Proc. Soc. Behav. Sci. 2012, 46, 5324–5329. [CrossRef]
24. Mussoi, E.M. GeoGebra and eXe Learning: Applicability in the teaching of Physics and Mathematics. Syst. Cybern. Inform. 2011,
9, 61–66.
25. Aktümen, M.; Bulut, M. Teacher candidates’ opinions on real life problems designed in GeoGebra software. Anthropology 2016, 16,
167–176. [CrossRef]
26. Velichova, D. Interactive Maths with GeoGebra. Int. J. Emerg. Technol. Learn. 2011, 6, 31–35. [CrossRef]
Mathematics 2022, 10, 398 15 of 16
27. Navetta, A. Visualizing Functions of Complex Numbers Using GeoGebra. Rev. Acad. Colomb. Cien. Exactas Físicas Nat. 2016, 5,
17–25.
28. Akkaya, A.; Tatar, E.; Kağızmanlı, T.B. Using dynamic software in teaching of the symmetry in analytic geometry: The case of
GeoGebra. Proc. Soc. Behav. Sci. 2011, 15, 2540–2544. [CrossRef]
29. Wassie, Y.A.; Zergaw, G.A. Capabilities and Contributions of the Dynamic Math Software, GeoGebra—A Review. Rev. Acad.
Colomb. Cien. Exactas Físicas Nat. 2020, 7, 68–86.
30. Soare, I.; Antohe, C. Modeling the geographical studies with GeoGebra-software. Annals Comp. Sci. Ser. 2010, 8, 173–180.
31. Ziatdinov, R. Visualization in basic science and engineering education: Call for manuscripts for a special issue. Eur. J. Contemp.
Educ. 2018, 7, 4–6.
32. Chen, M.; Floridi, L.; Borgo, R. What is visualization really for? In The Philosophy of Information Quality. Synthese Library (Studies
in Epistemology, Logic, Methodology, and Philosophy of Science); Floridi, L., Illari, P., Eds.; Springer: Cham, Switzerland, 2014;
Volume 358.
33. Spence, R. Information Visualization: Design for Interaction; Pearson: Harlow, UK, 2007.
34. Van Wijk, J.J. The Value of Visualization. IEEE Vis. 2005, 2005, 79–86.
35. Costa, J. Mathematization platform in a GeoGebra environment within a didactic approach. Int. J. Educ. Stud. Math. 2012, 29,
101–114.
36. Dockendorff, M.; Solar, H. ICT integration in mathematics initial teacher training and its impact on visualization: The case of
GeoGebra. Int. J. Educ. Math. Sci. Technol. 2017, 49, 66–84. [CrossRef]
37. Zimmerman, W. Visual thinking in calculus. In Visualization in Teaching and Learning Mathematics; Zimmerman, W., Cunningham,
S., Eds.; The Mathematical Association of America: Washington, DC, USA, 1991; pp. 127–138.
38. Mezhennaya, N.M.; Pugachev, O.V. Advantages of Using the CAS Mathematica in a Study of Supplementary Chapters of
Probability Theory. Eur. J. Contemp. Educ. 2019, 8, 4–24.
39. Grinshkun, V.; Bidaibekov, E.; Koneva, S.; Baidrakhmanova, G. An Essential Change to the Training of Computer Science Teachers:
The Need to Learn Graphics. Eur. J. Contemp. Educ. 2019, 8, 25–42.
40. Zakharova, A.A.; Vekhter, E.V.; Shklyar, A.V. The Applicability of Visualization Tools in the Meta-Design of an Educational
Environment. Eur. J. Contemp. Educ. 2019, 8, 43–51.
41. Gunčaga, J.; Žilková, K. Visualisation as a Method for the Development of the Term Rectangle for Pupils in Primary School. Eur. J.
Contemp. Educ. 2019, 8, 52–68.
42. Gunčaga, J.; Zawadowski, W.; Prodromou, T. Visualisation of Selected Mathematics Concepts with Computers—The Case of
Torricelli’s Method and Statistics. Eur. J. Contemp. Educ. 2019, 8, 69–91.
43. Fuchsova, M.; Korenova, L. Visualisation in Basic Science and Engineering Education of Future Primary School Teachers in
Human Biology Education Using Augmented Reality. Eur. J. Contemp. Educ. 2019, 8, 92–102.
44. Güney, Z. Visual Literacy and Visualization in Instructional Design and Technology for Learning Environments. Eur. J. Contemp.
Educ. 2019, 8, 103–117.
45. Fahlberg-Stojanovska, L.; Stojanovski, V. GeoGebra-freedom to explore and learn. Teach. Math. Appl. 2009, 28, 69–76. [CrossRef]
46. Attorps, I.; Björk, K.; Radic, M. Generating the patterns of variation with GeoGebra: The case of polynomial approximations. Int.
J. Math. Educ. Sci. Technol. 2016, 47, 45–57. [CrossRef]
47. Berger, M.; Bowie, L. A course on functions for in-service mathematics teachers: Changing the discourse. Educ. Change 2012, 16,
217–229. [CrossRef]
48. Marton, F.; Runesson, U.; Tsui, A.B. The space of learning. In Classroom Discourse and the Space of Learning; Marton, F., Tsui, A.B.,
Eds.; Erlbaum: Mahwah, NJ, USA, 2004; pp. 3–40.
49. Idris, N. Teaching and Learning of Mathematics, Making Sense and Developing Cognitives Ability, 2nd ed; Utusan Publications &
Distributors Sdn. Bhd: Singapore, 2006.
50. Saha, R.A.; Ayub, A.F.M.; Tarmizi, R.A. The Effects of GeoGebra on Mathematics Achievement: Enlightening Coordinate
Geometry Learning. Proc. Soc. Behav. Sci. 2010, 8, 686–693. [CrossRef]
51. Zengin, Y.; Furkan, H.; Kutluca, H. The effect of dynamic mathematics software GeoGebra on student achievement in teaching of
trigonometry. Proc. Soc. Behav. Sci. 2011, 31, 183–187. [CrossRef]
52. Kepceoglu, I.; Yavuz, I. Teaching a concept with GeoGebra: Periodicity of trigonometric functions. Educ. Res. Rev. 2016, 11,
573–581.
53. Pamungkas, M.D.; Rahmawati, F.; Dinara, H.A. Integrating GeoGebra into Space Geometry in College. J. Phys. Conf. Ser. 2020,
1918, 999–1006. [CrossRef]
54. Dikovic, L. Applications of GeoGebra into Teaching Some Topics of Mathematics at the College Level. CSIS 2009, 6, 191–203.
[CrossRef]
55. Jupri, A. Techniques of solving rational inequalities. Algoritma 2021, 3, 1–10.
56. Birgin, O.; Yazıcı, K.U. The effect of GeoGebra software-supported mathematics instruction on eighth-grade students’ conceptual
understanding and retention. J. Comput. Assist. Learn. 2021, 37, 925–939. [CrossRef]
57. Birgin, O.; Acar, H. The effect of computer-supported collaborative learning using GeoGebra software on 11th grade student’s
mathematics achievement in exponential and logarithmic functions. Int. J. Math. Educ. Sci. Technol. 2020, 1–18. [CrossRef]
58. Sari, P.; Hadiyan, A.; Antari, D. Exploring Derivatives by Means of GeoGebra. IJEME 2018, 2, 65–78. [CrossRef]
Mathematics 2022, 10, 398 16 of 16
59. Maskur, R. The effectiveness of problem based learning and aptitude treatment interaction in improving mathematical creative
thinking skills on curriculum. Eur. J. Educ. Res. 2020, 9, 375–383. [CrossRef]
60. Septian, A.; Prabawanto, S. Mathematical representation ability through GeoGebra-assisted project-based learning models. J.
Phys. Conf. Ser. 2020, 1657, 2–10. [CrossRef]
61. Septian, A. Student’s mathematical connection ability through GeoGebra assisted project-based learning model. J. Elem. 2022, 8,
89–98. [CrossRef]
62. Yimer, S.T.; Feza, N.N. Learners’ Conceptual Knowledge Development and Attitudinal Change towards Calculus Using Jigsaw
Co-operative Learning Strategy Integrated with GeoGebra. Int. Electron. J. Math. Educ. 2020, 15, 1–26. [CrossRef]
63. Hussen, S.; Setiawani, S.; Fatahillah, A.; Monalisa, L.A.; Albirri, E.R.; Mutrofin, S. Developing online interactive learning media
by using easyclass with geogebra to help students representation mathematic on linear programming. J. Phys. Conf. Ser. 2021,
1832, 1–11. [CrossRef]
64. Hobri, R.P.; Murtikusuma, L.; Hermawan, I. Development of e-comic using pixton and kelase web on linear program of two
variables assisted by GeoGebra. J. Phys. Conf. Ser. 2019, 1265, 1–10. [CrossRef]
65. Rahman, O.; Johar, R. Improving high school students’ critical thinking ability in linear programming through problem based
learning assisted by GeoGebra. J. Phys. Conf. Ser. 2021, 1882, 012070. [CrossRef]
66. Ancsin, G.; Hohenwarter, M.; Kovács, Z. GeoGebra goes web. Electron. J. Math. Technol. 2013, 7, 412–418.
67. Abramovich, S. Computers in Mathematics Education: An Introduction. Indian J. Pure Appl. Math. 2013, 30, 4–11. [CrossRef]
68. Velikova, E.; Petkova, M. Analysing Students’ Creativity in Integrating GeoGebra Applets in Solving Geometrical Problems.
Baltic. J. Mod. Comput. 2019, 7, 419–429.
69. Kushwaha, R.C.; Chaurasia, P.K.; Singhal, A. Creating Dynamic Webpage for GeoGebra Quiz Applet. Int. J. Intell. Comput. Technol.
2013, 3, 175–180.
70. Walsh, T. Creating interactive physics simulations using the power of GeoGebra. Phys. Teach. 2017, 55, 316–317. [CrossRef]
71. Solvang, L.; Haglund, J. GeoGebra in Physics Education. In Proceedings of the EDULEARN18 Conference, Palma de Mallorca,
Spain, 2–4 July 2018.
72. Szabo, Z.K.; Körtesi, P.; Guncaga, J.; Szabo, D.; Neag, R. Examples of Problem-Solving Strategies in Mathematics Education
Supporting the Sustainability of 21st-Century Skills. Sustainability 2020, 12, 10113. [CrossRef]
73. Beardsley, M.; Albó, L.; Aragón, P.; Hernández-Leo, D. Emergency education effects on teacher abilities and motivation to use
digital technologies. Br. J. Educ. Technol. 2021, 52, 1455–1477. [CrossRef]
74. Antón-Sancho, Á.; Vergara, D.; Lamas-Álvarez, V.E.; Fernández-Arias, P. Digital Content Creation Tools: American University
Teachers’ Perception. Appl. Sci. 2021, 11, 11649. [CrossRef]
75. Rodrigues, A.L.; Cerdeira, L.; Machado-Taylor, M.d.L.; Alves, H. Technological Skills in Higher Education—Different Needs and
Different Uses. Educ. Sci. 2021, 11, 326. [CrossRef]
76. Weinhandl, R.; Lavicza, Z.; Houston, T.; Hohenwarter, M. A look over student’s shoulders when learning mathematics in
home-schooling. Int. J. Math. Educ. Sci. Technol. 2021, 1–21. [CrossRef]