The Use of GeoGebra in Teaching Mathematical Concepts: Practices, Barriers, and Teachers' Perceptions
The use of GeoGebra in teaching mathematics has grown significantly in recent years, so this study aims to explore the use of this software by teachers in teaching the limit of a function. For this purpose, a questionnaire has been designed and validated and has been answered by 129 mathematics teac...
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| Format: | Article |
| Language: | English |
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Grupo de Investigación “Nodo Educativo” / Red Universitaria de Tecnología Educativa (RUTE)
2025-01-01
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| Series: | Revista Latinoamericana de Tecnología Educativa |
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| Online Access: | https://relatec.unex.es/index.php/relatec/article/view/4854 |
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| author | Luis Dubarbie-Fernández Álvaro Barreras Antonio M. Oller-Marcén |
| author_facet | Luis Dubarbie-Fernández Álvaro Barreras Antonio M. Oller-Marcén |
| author_sort | Luis Dubarbie-Fernández |
| collection | DOAJ |
| description | The use of GeoGebra in teaching mathematics has grown significantly in recent years, so this study aims to explore the use of this software by teachers in teaching the limit of a function. For this purpose, a questionnaire has been designed and validated and has been answered by 129 mathematics teachers. The data have been analyzed both quantitatively and qualitatively with the objective of knowing obstacles to the use of GeoGebra and to the development of own applets, to identify the most outstanding characteristics of the GeoGebra applets for teaching the limit and to determine the moments of the process of teaching-learning in which this tool is used. Thus, a limited use of GeoGebra in teaching the limit and a very low percentage of teachers who develop their own applets has been identified, mainly due to the absence of technological resources and the lack of knowledge. Furthermore, interactivity and the possibility of using various representation systems of the limit are revealed as the characteristics most valued by teachers. Finally, GeoGebra is especially used when showing examples and barely used in the evaluation process. |
| format | Article |
| id | doaj-art-51fb9327bf784514a44c8b74b13658ae |
| institution | Kabale University |
| issn | 1695-288X |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Grupo de Investigación “Nodo Educativo” / Red Universitaria de Tecnología Educativa (RUTE) |
| record_format | Article |
| series | Revista Latinoamericana de Tecnología Educativa |
| spelling | doaj-art-51fb9327bf784514a44c8b74b13658ae2025-02-12T07:00:04ZengGrupo de Investigación “Nodo Educativo” / Red Universitaria de Tecnología Educativa (RUTE)Revista Latinoamericana de Tecnología Educativa1695-288X2025-01-0124177100https://doi.org/10.17398/1695-288X.24.1.77The Use of GeoGebra in Teaching Mathematical Concepts: Practices, Barriers, and Teachers' PerceptionsLuis Dubarbie-Fernández0https://orcid.org/0000-0001-9133-1128Álvaro Barreras1https://orcid.org/0000-0001-5325-8505Antonio M. Oller-Marcén2https://orcid.org/0000-0002-8191-3199Universidad Internacional de La Rioja (UNIR)Universidad Internacional de La Rioja (UNIR)Universidad de ZaragozaThe use of GeoGebra in teaching mathematics has grown significantly in recent years, so this study aims to explore the use of this software by teachers in teaching the limit of a function. For this purpose, a questionnaire has been designed and validated and has been answered by 129 mathematics teachers. The data have been analyzed both quantitatively and qualitatively with the objective of knowing obstacles to the use of GeoGebra and to the development of own applets, to identify the most outstanding characteristics of the GeoGebra applets for teaching the limit and to determine the moments of the process of teaching-learning in which this tool is used. Thus, a limited use of GeoGebra in teaching the limit and a very low percentage of teachers who develop their own applets has been identified, mainly due to the absence of technological resources and the lack of knowledge. Furthermore, interactivity and the possibility of using various representation systems of the limit are revealed as the characteristics most valued by teachers. Finally, GeoGebra is especially used when showing examples and barely used in the evaluation process.https://relatec.unex.es/index.php/relatec/article/view/4854geogebraeducational technologymathematics teachersmathematicalconceptsmathematics curriculumsecondary education |
| spellingShingle | Luis Dubarbie-Fernández Álvaro Barreras Antonio M. Oller-Marcén The Use of GeoGebra in Teaching Mathematical Concepts: Practices, Barriers, and Teachers' Perceptions Revista Latinoamericana de Tecnología Educativa geogebra educational technology mathematics teachers mathematicalconcepts mathematics curriculum secondary education |
| title | The Use of GeoGebra in Teaching Mathematical Concepts: Practices, Barriers, and Teachers' Perceptions |
| title_full | The Use of GeoGebra in Teaching Mathematical Concepts: Practices, Barriers, and Teachers' Perceptions |
| title_fullStr | The Use of GeoGebra in Teaching Mathematical Concepts: Practices, Barriers, and Teachers' Perceptions |
| title_full_unstemmed | The Use of GeoGebra in Teaching Mathematical Concepts: Practices, Barriers, and Teachers' Perceptions |
| title_short | The Use of GeoGebra in Teaching Mathematical Concepts: Practices, Barriers, and Teachers' Perceptions |
| title_sort | use of geogebra in teaching mathematical concepts practices barriers and teachers perceptions |
| topic | geogebra educational technology mathematics teachers mathematicalconcepts mathematics curriculum secondary education |
| url | https://relatec.unex.es/index.php/relatec/article/view/4854 |
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