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mathematics

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

1 Department of Industrial Engineering, Keimyung University, Daegu 704-701, Korea


2 Department of Mathematics, Prairie View A&M University, Prairie View, TX 77446, USA; jrvalles@pvamu.edu
* Correspondence: ziatdinov@kmu.ac.kr or ziatdinov.rushan@gmail.com

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

Academic Editors: Mikhail Noskov


and Alexei Semenov
1. Introduction
Received: 27 December 2021
Accepted: 25 January 2022
According to Hohenwarter et al. [1], GeoGebra is an educational mathematics software
Published: 27 January 2022
program that conceptualizes and utilizes dynamic mathematics and is frequently used as
a learning and teaching tool from middle school until the tertiary (postsecondary) level.
Publisher’s Note: MDPI stays neutral
GeoGebra was first presented in the school curriculum, but it was then expanded to include
with regard to jurisdictional claims in
disciplines such as geometry, algebra, and calculus at the university level. GeoGebra is a
published maps and institutional affil-
software program designed for both teaching and learning, whose first and foremost goal
iations.
is to make mathematical concepts clearer and easier for students to grasp. It is designed to
enable proactive teaching and can, thus, be used to focus on problem-solving and assist
with the development of mathematical experiments and concept introduction both in
Copyright: © 2022 by the authors.
face-to-face and in remote class settings. With this program, learners can create sample
Licensee MDPI, Basel, Switzerland. problems of their own and then solve such problems using mathematical schemes and vital
This article is an open access article investigations. In this way, what would usually seem like taxing and daunting coursework
distributed under the terms and and topics is given an appropriate avenue for proper, flexible, and supported exploration.
conditions of the Creative Commons This results in student learning that is based not on spoon-fed information, but rather on the
Attribution (CC BY) license (https:// learner’s independence when they are making use of and honing their mathematical skills.
creativecommons.org/licenses/by/ Besides this student-led exploration, dynamic worksheets are easily utilized in GeoGe-
4.0/). bra [1]. This makes it useful not only for middle- and high-school students, but also for

Mathematics 2022, 10, 398. https://doi.org/10.3390/math10030398 https://www.mdpi.com/journal/mathematics


Mathematics 2022, 10, 398 2 of 16

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

digital devices, communication applications, and networks. Digital competence is one of


the competences that educators need to instill in learners [7].
In general, GeoGebra can allow achieving two goals at once. That is, not only can
it allow instructors to explore what technology has to offer and improve their own skills,
but also it can allow them to hone their mathematical and STEM-oriented teaching skills.
Ultimately, this can help instructors improve their self-efficacy and their relationship with
their profession and with their students. Exploring GeoGebra allows teachers to improve
their pedagogical knowledge and skills, thus providing them with an opportunity for an
enhanced, more engaging, and more interactive learning atmosphere in the classroom.
In a study by Verhoef et al. [8], the authors showed the positive effects of GeoGebra on
the professional development of instructors. This study focused on a four-year lesson study
project conducted by teachers who were determined to elaborate and study derivatives
with the help of GeoGebra. The study results showed how teachers coming from different
Dutch schools explored and delved into calculus with the help of GeoGebra. They also
showed how GeoGebra allowed these teachers to realize that conceptual embodiment
and operational symbolism work hand in hand. Through a synthesis of GeoGebra and
derivative consolidation, the teachers were able to zoom in on a graph of a derivative to
infer and observe its local behavior [8]. In that study, the instructors tackled how they can
acquire knowledge related to the importance of visualization and its significance to their
students. Overall, the study findings revealed how teachers realized the advantages of
GeoGebra in learning mathematics, particularly how GeoGebra helped them perceive the
general learning process of their students.
The aim of this study is to assess the significance of GeoGebra to university-level learn-
ers. More importantly, our goal is to provide a synthesis of modeling, visualization, and
programming (MVP), which are all achievable with GeoGebra’s tools. In particular, in this
study, we examine GeoGebra’s success in teaching topics that are related to mathematics,
such as science and engineering. Moreover, we provide a discussion of MVP along with
a discussion of the problems that learners face pertaining to solving problems related to
science and engineering.

2. Synthesis in Science and Engineering Education


In synergy [9], the whole is assumed to be greater than the sum of its parts. Synergy is
important in synthesis formation, as it results in the fusion of many different yet parallel
ideas of a certain topic or discourse. Similarly, according to Hampton and Parker [10],
synergy is also a method for addressing concerns regarding information overload through
ways that can aid in the development of scientific knowledge for decision-making. Overall,
GeoGebra employs the synthesis or the integration of three key features: modeling, visu-
alization, and programming (hereafter MVP). Integrating these features allows broadly
tackling the importance of different mathematical fields. These features render the software
successful and reliable.
In science, synthesis is what allows for the combination of research and case studies,
which can turn into the fruition of new data and information [11]. According to Hampton
and Parker [10], the importance of synthesis appears in how it aids in the flourishing of
the scientific community, because it helps garner new partnerships and, to a greater extent,
create new information. Synthesis is, thus, valuable in providing influence on policy and
practice, but the interaction and collaboration of decision-makers in this context are widely
needed [11]. Hence, effective synthesis has varying models, including governance models,
situational arrangements, studies, and engagement operations.
Studies on mathematical learning and teaching are consistently performed to advance
mathematics education. This research proves the significance and contribution of GeoGebra
toward mathematics education. In creating a synthesis, mathematical beliefs have proven
to be important [12]. As mentioned in [13], an in-depth synthesis has been used as a basis
for studies on beliefs, impacts, and mathematical learning. For example, Malmivuori [13]
examined the dynamic relationship between impact and cognition for learning operations
Mathematics 2022, 10, 398 4 of 16

present in mathematics education. A synthesis concerned with the affective domain,


including causal attributions, self-efficacy, and self-confidence, as well as studies in this
area, was found to relate to mathematical learning.
In line with the demands and capabilities of technology and student learning, Ge-
oGebra is continuously packed and improved with various upgrades. For example, it
is currently more easily accessible due to its cross-platform availability across different
devices, such as laptops, desktop computers, and smartphones. Another improvement
of GeoGebra is its automated reasoning tools on its most updated version. The fusion
of the different mathematical and scientific-centric features provided by this software
opens further possibilities for exploration and knowledge through its attributes, offering
dynamic complexities.
Overall, GeoGebra can benefit the synthesis of science and engineering education.
Academia involves prevalent fusion of science and engineering, which is particularly
embodied in the field of STEM. A variety of topics and concepts covered by the STEM
metafield are centered around and best learned through the synthesis of MVP. GeoGebra
has all three of these features. Notably, the integration of engineering and mathematics is
realized as a relevant force through the means of STEM-centered learning of mathematics.
Therefore, GeoGebra comes into play in this matter as software in which independent
learning takes place.
This independent learning was further demonstrated and deconstructed by Suweken [14].
In that study, observations and data showed that teachers in Indonesia lack the ability to
successfully impart their mathematical knowledge to their students and that they still have
much room for improvement. This encourages the application of mathematics and the
integration of STEM subjects through the Standards for Mathematical Practice, which can
bridge the gap in STEM-related activities [14]. In the study [14], GeoGebra mathematics
applets (mathlets) were given to the students, who were then allowed to explore and test
them and then showcase their results. These GeoGebra mathlets allowed the students to
realistically apply, practice, and enhance their skills in mathematics and STEM education.
They also helped them hone their skills and kindle their interest in the field, reflecting in
turn on their teachers.

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.

Visualization offers an enhanced method of problem-solving. Visual representation,


Visualization offers an enhanced
for example, enhances themethod
process ofoflearning
problem-solving. Visual
as it allows for more representation,
interactions and manual
for example, enhances the process
application throughof formal
learning as it allows
definitions. for more
Educational interactions
visualization includesand man-
creating a
representation of a model or a process using a simulation so that it may be readily taught
ual application through formal definitions. Educational visualization includes creating a
and explained. This is particularly useful when teaching topics that are difficult to visualize,
representation of a model
such asor a process
atomic using
structure, a simulation
temperature so that
distribution, it may
variation be readily
in the taught
human body, the
and explained. This is particularly useful when teaching topics that are difficult to visual-
Gaussian curvature of a surface, zebra stripes on a composite surface, and a variety of other
scientific and engineering-related issues. Educational visualization is, therefore, quickly
ize, such as atomic structure, temperature distribution, variation in the human body, the
enriching the subject of educational technology, which encompasses both theory and ethical
Gaussian curvature practice
of a surface, zebra stripes
in the educational on a acomposite
process, across surface,
variety of fields [38–44]. and a variety of
other scientific and engineering-related
Overall, the autonomy issues. Educational
that GeoGebra visualization
offers to every is, therefore,
learner helps them develop an
approach to mathematics and STEM-oriented subjects that is based on exploration and
quickly enriching the subject of educational technology, which encompasses both theory
thinking instead of being solely focused on figuring out and coming up with a solution.
and ethical practice in the
This educational
motivates process,
the student to spendacross a variety
more time visuallyof fields a[38–44].
exploring problem. GeoGebra
Overall, the autonomy that GeoGebra offers to every learner helps them
also allows learners to use the exploratory approach and to cross-check theirdevelop an
answers [45].
Through this key feature of GeoGebra, graphical representations of patterns and symbols
approach to mathematics and STEM-oriented subjects that is based on exploration and
allow students to visualize the task at hand, helping them gain insights through concepts
thinking instead of being solely focused on figuring out and coming up with a solution.
This motivates the student to spend more time visually exploring a problem. GeoGebra
as conjectures and exploration [47].
In general, the GeoGebra applets make the visualization process conducive. In par-
ticular, the dynamic feature of applets supports the exploration of a relative position in
systems
Mathematics 2022, of linear equations. It enables many possible positions for two straight lines 8that
10, 398 of 16

can be drawn on a plane.


Marton et al. [48] explained the interrelatedness of visualization-associated processes
rather than procedures [46]. The GeoGebra applets also allow accomplishing tasks that are
and variation patterns. They first
mathematical pointed
in nature, outthey
because thataidthere are hypotheses
operations and conjectures
connected to visualization, such as
that are linked to separation,
conjectures anda variation
explorationpattern
[47]. intended to modify the core features of
In general, the GeoGebra applets make the visualization process conducive. In par-
concepts. This is then followed by verification, which is fostered by variation pattern mul-
ticular, the dynamic feature of applets supports the exploration of a relative position in
tiplication, an actingsystems link between learnersItand
of linear equations. mathematical
enables many possible elements
positions for[36].
two straight lines that
can be drawn on a plane.
4.2. GeoGebra and AnalyticMarton et al. [48] explained the interrelatedness of visualization-associated processes
Geometry
and variation patterns. They first pointed out that there are hypotheses and conjectures
Through its visualization features,
that are linked GeoGebra
to separation, aids
a variation in learning
pattern intended toabout
modifygeometry. Some
the core features of
concepts. This is then followed by verification, which is fostered
of the elements required to obtain knowledge in geometry are the language of geometry, by variation pattern
multiplication, an acting link between learners and mathematical elements [36].
visualization skills, and effective instruction, which can each represent a barrier in learn-
ing the field of mathematics if not
4.2. GeoGebra and properly addressed [49]. With deficits in these elements,
Analytic Geometry
students encounter learning Through its visualization
difficulties features, GeoGebra
involving geometric aidstopics.
in learning about
Idris geometry.
[49] Some
reiterated
of the elements required to obtain knowledge in geometry are the language of geometry,
the importance of spatial visualization and its interrelatedness to successful knowledge in
visualization skills, and effective instruction, which can each represent a barrier in learning
geometry, given thatthespatial
field of visualization
mathematics if not highly
properlyinvolves
addressedvisualization itself.
[49]. With deficits Forelements,
in these exam-
students encounter learning difficulties involving geometric
ple, a majority of students encounter difficulties with the visualization of three-dimen- topics. Idris [49] reiterated
the importance of spatial visualization and its interrelatedness to successful knowledge in
sional objects through a two-dimensional point of view. These difficulties make it hard
geometry, given that spatial visualization highly involves visualization itself. For example,
for them to truly appreciate
a majoritythe courseencounter
of students in question. In their
difficulties study,
with the Saha etof al.
visualization [50] investi-
three-dimensional
objects through
gated the effects of GeoGebra ona learning
two-dimensional point ofThey
geometry. view. These difficulties
concluded make
that it hard for them
GeoGebra has
to truly appreciate the course in question. In their study, Saha et al. [50] investigated the
positive effects on students learning geometry. Hence, GeoGebra is capable of providing
effects of GeoGebra on learning geometry. They concluded that GeoGebra has positive
different visualization levels
effects to aidlearning
on students in developing the understanding
geometry. Hence, GeoGebra is capable ofofgeometric ideas
providing different
(Figure 3). visualization levels to aid in developing the understanding of geometric ideas (Figure 3).

Figure 3. Finding the points ofFinding


Figure 3. intersection ofofthe
the points graphs of
intersection ofthe
two polar
graphs equations.
of two The graphs
polar equations. cancan
The graphs be
easily obtained and the be intersection points
easily obtained and easily found,
the intersection although
points easily found, it is necessary
although to algebraically
it is necessary to algebraically
verify the solutions found.
verify the solutions found.
Mathematics 2022, 10, 398 9 of 16

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].

4.3. GeoGebra and Algebra


GeoGebra allows for graphic and visual representations of mathematical elements
for topics that are rather tedious to teach through traditional methods, such as algebra.
According to Dikovic [54], lesson plans that advocate for geometric representations allow
teachers to provide guidance to their students while working and learning independently.
In that study, Dikovic assessed and tested the applications of GeoGebra in teaching math-
ematics at the university level. The results confirmed that using the GeoGebra applets
helped in the learning of differential calculus and significantly improved student learning
and understanding.
GeoGebra is an effective tool that helps in the pursuit of algebraic knowledge. It
represents an enhanced method that can bridge the gap in symbolic manipulation and
computer algebra system (CAS) visualization, along with providing the flexibility of dy-
Mathematics 2022, 10, 398 10 of 16

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].

4.4. GeoGebra and Calculus


In general, the visualization concept required in both algebra and the geometrical
aspects of calculus helps improve students’ perceptions of derivatives. Sari et al. [58]
studied how GeoGebra can aid in the exploration of concepts of derivatives through its
dynamic visualization feature. They used the software to provide dynamic graphics of
infinitesimal elements with respect to the concept of derivatives, specifically in terms of
approaching the tangent line to a curve from a secant line. This helped establish a durable
basis for students to be able to determine the derivative of a function in an algebraic way
through its meaning. In this context, GeoGebra not only provided a visualization of a
situation but also allowed reaching solutions for problems with different insights [58].
These findings prove that GeoGebra can allow students to turn their previous algebraic
thinking into geometrical thinking while dealing with derivative problems.
Innovative learning models are generally useful in calculus. Many such models are
made possible through GeoGebra [59], which provides this possibility through project-
based learning models. According to Septian et al. [60], the project-based learning model
aided by GeoGebra allows mentors to improve student learning opportunities by incorpo-
rating project tasks that can be accomplished with the software. Project work consists of
complicated problem-based tasks that demand new information, based on real-life data, to
be generated, accomplished independently by students or through groups, and concluded
through GeoGebra project results. Moreover, the project-based learning model aided by
GeoGebra helps students become more self-reliant in their studies, enhances their problem-
solving skills, and maximizes the opportunities provided by technology [60]. For example,
Septian [61] showed that students using a GeoGebra-assisted project-based learning model
displayed improved mathematical representation capabilities.
Yimer and Feza [62] studied the integration of GeoGebra with the jigsaw cooperative
learning strategy (JCLGS) for students learning calculus, focusing specifically on interme-
diate calculus for college students. Generally, many students exhibit a negative attitude
toward calculus because of how challenging and intimidating it can be, with some even
developing some type of phobia toward it [62]. These students, however, are not entirely
to blame, as this sort of perception stems from the current learning and lecture setup,
particularly the traditional method that relies on lectures. Overall, the experimental group
of learners in that study [62] demonstrated positive results with JCLGS in learning calculus.
They were able to actively visualize objects and materials in calculus that otherwise would
have been theoretical and, therefore, difficult to put into realistic terms and understand-
ing. This approach allowed them to achieve this because of the interactive features that
GeoGebra offers, along with the flexibility that it offers in the representation of theoretical
concepts that would otherwise be very difficult to emulate by the traditional method of
lectures.

4.5. GeoGebra and Linear Programming


Linear programming is one of the core subjects of industrial engineering that is related
to optimization. For a linear function subjected to multiple restrictions, linear programming
is regarded as a mathematical modeling technique that maximizes or minimizes the function
(Figure 4).
used the Thiagarajan model, also known as the 4D model, and subdivided it into four
stages. They found that the learning media produced met the criteria for validity, efficacy,
and practicality [64]. They also proposed a score that fits the very high category during
the validation of the e-comic developed using pixton and kelase in relation to linear two-
Mathematics 2022, 10, 398 11 of 16
variable programs, which GeoGebra caters for. Overall, their study showed how GeoGe-
bra is helpful in linear programming.

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
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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
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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

6. Discussion and Conclusions


GeoGebra is a complex and dynamic mathematical software program that can aid in
various mathematical calculations and tasks of varying degrees of complexity. It has been
found to provide a significant number of advantages for different types of individuals,
particularly for students, teachers, researchers, scientists, and mathematics professionals. It
is easy to navigate through and to intuitively utilize and is, thus, convenient for its users.
GeoGebra is very user-friendly and is easy to grasp, even for beginner users. Hence, it is
regarded as a helpful tool for many different activities, such as studying, learning, and
teaching. It is useful for not only elementary-school students, but also those in college and
beyond, and it is also helpful and useful for their instructors. More importantly, it has
the potential to bring about conciseness and interaction in learning about mathematics,
science, and STEM-related topics and concepts through its dynamic features. It also brings
to life the technology-integrated education that 21st-century learners need. In this context,
it is important to highlight the work cited in [72], which provides different approaches,
learning models, and strategies for building 21st-century skills in students during classroom
activities with instructors and educators.
It is also important to highlight that, with the emergence of COVID-19 and its impact
on education, there is a strong need among educators to learn how to integrate technology
into their teaching. For instance, instructors should be aware of how to continue teaching
when faced with circumstances that require virtual teaching with minimal preparation time.
According to Beardsley et al. [73], many teachers believe that their abilities, confidence lev-
els, and proficiency in using digital technology and creating digital content improved with
the start of the COVID-19 lockdown. Digital content creation tools have become essential
among Latin American university instructors [74]. However, it is worth mentioning that
the recognition of the importance of technology as a tool in education is still insufficient.
There is a balance that needs to be met with regard to students’ use of technology and
other aspects of their life [75]. Weinhandl et al. found that teachers who were capable of
using technology in teaching were effective as schooling facilitators and that their students
who regularly used technology in face-to-face settings effortlessly transitioned to home
schooling with the same technology [76]. The researchers also found that using technology
made learning about mathematics easier for the students, as technology was already an
essential component before COVID-19 affected the learning environment. This finding
supports the advantages of having teachers and instructors who are well trained and skilled
in the use of technological tools for teaching and learning. It also highlights the versatility
of GeoGebra in that it is well suited to meet the needs of mathematics students in many
mathematical subjects.
Generally, GeoGebra offers several advantages in the fields of algebra, calculus,
physics, and linear programming, among many other fields and subfields. It has con-
tinuously helped improve the performance, capabilities, and understanding of students
due to its features, which allow learners to practice and visualize rather dense and complex
topics. In this day and age, GeoGebra has a very high potential for this generation of
learners as well as their learning and mental processes. Integrating GeoGebra into the
current curriculum and teaching approaches has proven highly effective in various studies
in different mathematical and STEM-oriented fields.

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.

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