TY  - JOUR
T1  - The Effects of GeoGebra-Assisted Transformation Geometry Instruction on Student Achievement, Attitudes, and Beliefs
TT  - The Effects of GeoGebra-Assisted Transformation Geometry Instruction on Student Achievement, Attitudes, and Beliefs
AU  - Gün, Özge
AU  - Küçük, Kazim
PY  - 2023
DA  - October
Y2  - 2023
DO  - 10.18009/jcer.1324668
JF  - Journal of Computer and Education Research
JO  - JCER
PB  - Tamer KUTLUCA
WT  - DergiPark
SN  - 2148-2896
SP  - 671
EP  - 690
VL  - 11
IS  - 22
LA  - en
AB  - This study aims to investigate the effects of using GeoGebra, a popular dynamic geometry software, on students’ mathematics achievement, attitudes toward geometry, and beliefs about mathematics and its teaching in transformation geometry teaching. The study was a quasi-experimental design including experimental and control groups. The sample of the study was 34 7th-grade students from a public middle school in a city in Turkey. The study was conducted in the 2015-2016 academic year, lasting ten lesson hours (three weeks). The data were collected through achievement test and surveys regarding attitudes toward geometry, beliefs about the nature of mathematics, and beliefs about the teaching of mathematics. The quantitative data analyses were carried out by using the Mann-Whitney U test. Results revealed that, although the use of GeoGebra in teaching transformation geometry demonstrated student improvement in achievement, attitudes toward geometry, and beliefs about
KW  - Transformation geometry
KW  - GeoGebra
KW  - belief
KW  - achievement
KW  - attitude
N2  - This study aims to investigate the effects of using GeoGebra, a popular dynamic geometry software, on students’ mathematics achievement, attitudes toward geometry, and beliefs about mathematics and its teaching in transformation geometry teaching. The study was a quasi-experimental design including experimental and control groups. The sample of the study was 34 7th-grade students from a public middle school in a city in Turkey. The study was conducted in the 2015-2016 academic year, lasting ten lesson hours (three weeks). The data were collected through achievement test and surveys regarding attitudes toward geometry, beliefs about the nature of mathematics, and beliefs about the teaching of mathematics. The quantitative data analyses were carried out by using the Mann-Whitney U test. Results revealed that, although the use of GeoGebra in teaching transformation geometry demonstrated student improvement in achievement, attitudes toward geometry, and beliefs about
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UR  - https://doi.org/10.18009/jcer.1324668
L1  - https://dergipark.org.tr/en/download/article-file/3252386
ER  -