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A Matrix-Based Analysis of Pedagogical Efficacy Compared to Traditional Instructional Approaches Integrating GeoGebra in Mathematics Education

Artigo2025

Vesa Mollakuqe ORCID; Elissa Mollakuqe ORCID

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Resumo

This study examines the impact of integrating GeoGebra software into teaching circle properties at the high school level, comparing it with traditional methods. Conducted over 8 weeks with 112 students aged 15-18, it included an experimental group using GeoGebra (56 students) and a control group with classical teaching methods (56 students). The focus was on understanding circle properties, such as tangent lines and inscribed circles, using pre- and post-test scores, as well as engagement metrics. Results showed a significant improvement in the experimental group's scores (46.6%) compared to the control group (23.3%), with a t-test indicating a statistically significant difference (p = 0.002). Students using GeoGebra reported higher engagement, with 82% active participation and 78% enthusiasm. Qualitative feedback highlighted the benefits of interactive visualizations, despite some challenges in adapting to the software. The study suggests that tools like GeoGebra can enhance engagement and understanding in mathematics, though further research is needed to assess long-term effects and broader applicability.

Dados da obra

Tipo
Artigo
Periódico
International Electronic Journal of Mathematics Education, v. 20, n. 2, p. em0821
Ano
2025 (2025-02-07)
Idioma
en
Palavras-chave
Mathematics Education; Mathematics Instruction; Teaching Methods; Computer Assisted Instruction; Instructional Effectiveness; Computer Software; Technology Integration; Secondary School Mathematics; High School Students; Mathematics Achievement; Outcomes of Education; Visualization; Learner Engagement; Geographic Concepts; Electronic Learning; Computer Uses in Education; Learning Management Systems; GeoGebra; dynamic geometry software; circle properties; tangent lines; inscribed circle; high school mathematics; student engagement; teaching effectiveness; interactive visualization; computer-assisted instruction
Temas
Geometria, Tecnologias Digitais
DOI
10.29333/iejme/15936
ISSN
1306-3030
Licença
cc-by
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center; OpenAlex
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
MOLLAKUQE, Vesa; MOLLAKUQE, Elissa. A Matrix-Based Analysis of Pedagogical Efficacy Compared to Traditional Instructional Approaches Integrating GeoGebra in Mathematics Education. International Electronic Journal of Mathematics Education, v. 20, n. 2, p. em0821, 2025. DOI: https://doi.org/10.29333/iejme/15936.

APA

Mollakuqe, V., & Mollakuqe, E. (2025). A Matrix-Based Analysis of Pedagogical Efficacy Compared to Traditional Instructional Approaches Integrating GeoGebra in Mathematics Education. International Electronic Journal of Mathematics Education, 20(2), em0821. https://doi.org/10.29333/iejme/15936

BibTeX
@article{mollakuqe2025,
  author = {Mollakuqe, Vesa and Mollakuqe, Elissa},
  title = {A Matrix-Based Analysis of Pedagogical Efficacy Compared to Traditional Instructional Approaches Integrating GeoGebra in Mathematics Education},
  year = {2025},
  journal = {International Electronic Journal of Mathematics Education},
  volume = {20},
  number = {2},
  pages = {em0821},
  doi = {10.29333/iejme/15936},
  language = {en}
}
RIS
TY  - JOUR
AU  - Mollakuqe, Vesa
AU  - Mollakuqe, Elissa
TI  - A Matrix-Based Analysis of Pedagogical Efficacy Compared to Traditional Instructional Approaches Integrating GeoGebra in Mathematics Education
PY  - 2025
JO  - International Electronic Journal of Mathematics Education
VL  - 20
IS  - 2
SP  - em0821
DO  - 10.29333/iejme/15936
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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