A Study of Integrating GeoGebra into Mathematics Instruction for 7th Graders：An Example of Graphs of Linear Equation in Two Variables

• Main Authors: Hsueh, Hsiao-Lin, 薛曉琳
• Other Authors: Chou, Pao-Nan
• Format: Others
• Language: zh-TW
• Published: 2016
• Online Access: http://ndltd.ncl.edu.tw/handle/45235257507701970137

碩士 === 國立臺南大學 === 教育學系課程與教學教學碩士班 === 104 === This study investigated the effectiveness of three teaching methods for junior high school seventh-grade students when learning the “graphs of linear equation in two variables” unit. The three methods included GeoGebra instruction, electronic textbook instruction, and traditional instruction. Results of this study could be a reference for teachers who attempt to integrate GeoGebra into mathematics instruction. The quasi-experimental method with the nonequivalent pretest-posttest design was adopted in the study. The participants came from three seventh-grade classes (85 students in total) in a junior high school in Tainan City. One class was assigned to the experimental group (GeoGebra instruction).. The other two classes served as control groups (electronic textbook and traditional instruction). Prior to the study, all the students took a pretest of the “Graphs of Equation in Two Variables Achievement Test”. After the completion of the educational experiment, all the students immediately took the achievement test as the post-test. One-way ANCOVA was used to compare differences among three experimental groups. The major findings were listed as follows: 1.Students in Geogebra instruction performed better than students in electronic textbook instruction. 2.No significant difference was identified between GeoGebra and traditional instruction. 3.There was no significant difference between electronic textbook and traditional instruction.