Effect of technology-enriched learning environment on academic achievement of seventh-grade students in quadrilaterals

Abstract

This research examined the effect of a technology-enriched classroom environment on achievement and retention in quadrilaterals of seventh graders. The quasi-experimental design of quantitative research with a pre-test/post-test matched control group was chosen as the research design. The research population consists of seventh-grade students of a city in the Central Anatolian Region. A middle school with nine branches at the seventh-grade level was determined, the equivalence test was applied to the students, and the equivalent classes were determined. After the classes were determined, these classes were randomly distributed to the groups. It was ensured that two mathematics teachers from the determined groups, one mathematics teacher in the experimental and control group, and another mathematics teacher in the other experimental and control group. The current seventh-grade quadrilateral program was applied to the control groups, and the learning environment program enriched with technology was applied to the experimental groups. Descriptive statistics of the scores obtained from the equalization, pre-test, post-test, and retention tests were calculated. Then, normality tests of these tests were performed. In the analysis, item analyses were used for the achievement test, one-way analysis of variance (ANOVA) for the equalization test, independent samples t-test, Mann-Whitney U Test, and paired samples t-test were used within the scope of research problems. As a result of the research, statistically significant mean differences between the experimental and control groups favored the experimental groups between post-test and persistence test scores. According to the technology-enriched learning environment program, teaching quadrilaterals increases students' achievement and permanent learning. In line with the results obtained, some suggestions were made.

Keywords

• Technology
• Learning environment
• Seventh grade
• Quadrilaterals
• Mathematics achievement

References

1. Acar, H. (2015). Üstel ve logaritmik fonksiyonlar konusunun dinamik geometri yazılımı Geogebra ile öğretiminin öğrenci başarısına etkisi [The effects of teaching with dynamic geometry software geogebra on 11th grade students' achievement in exponential and logarithmic functions]. [Unpublished master’s thesis]. Uşak University, Türkiye.
2. Agustiani, D., Johar, R., & Bahrun, B. (2019). Students’ conceptual understanding in learning mathematics through scientific approach with mind mapping. Beta: Jurnal Tadris Matematika, 12(2), 144-156. https://doi.org/10.20414/betajtm.v12i2.256
3. Akyüz, D. (2018). Geometri’nin argümantasyona dayalı bir teknoloji kullanımı ile öğretilmesi [Teaching geometry using argumentation-based technology]. https://hdl.handle.net/11511/59797
4. Altın, S. (2012). Bilgisayar destekli dönüşüm geometrisi öğretiminin 8. sınıf öğrencilerinin başarısına ve matematik dersine yönelik tutumuna etkisi [The effect of computer aided transformation geometry instruction on 8th grade students mathematics succes and attitude]. [Unpublished master’s thesis]. Eskişehir Osmangazi University, Türkiye.
5. Aparı, B. (2019). Geogebra destekli problem kurma temelli öğrenme sürecinin öğrencilerin problem kurma becerisine ve özyeterlik inancına etkisi [The effect of GeoGebra supported problem posing based learning process on students' problem posing skills and self-efficacy belief]. [Unpublished master’s thesis]. Dicle University, Türkiye.
6. Badia, A. (2015). Research trends in technology-enhanced learning/Tendencias de la investigación en el aprendizaje favorecido por la tecnología. Infancia y Aprendizaje, 38(2), 253-278. https://doi.org/10.1080/02103702.2015.1016744
7. Birgin, O., & Topuz, F. (2021). Effect of the GeoGebra software-supported collaborative learning environment on seventh grade students’ geometry achievement, retention and attitudes. The Journal of Educational Research, 114(5), 474-494. https://doi.org/10.1080/00220671.2021.1983505
8. Bozkurt, G., & Ruthven, K. (2017). Classroom-based professional expertise: a mathematics teacher’s practice with technology. Educational Studies in Mathematics, 94(3), 309-328. https://doi.org/10.1007/s10649-016-9732-5

9. Bursal, M. (2017). SPSS ile temel veri analizi [Basic data analysis with SPSS]. Anı Yayıncılık.
10. Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for the social sciences]. Pegem.
11. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi. https://doi.org/10.14527/9789944919289
12. Can, A. (2019). Spss ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in scientific research process with SPSS]. Pegem
13. Cengiz, N. (2017). Teknoloji destekli matematik öğretiminin öğrencilerin matematik başarısına ve matematik kaygısına etkisi [The effects of technology-supported mathemati̇c on students' success and math anxiety]. [Unpublished master’s thesis]. Gaziantep University,
14. Cevahir, E. (2020). SPSS ile nicel veri analizi rehberi [Guide to quantitative data analysis with SPSS]. Kibele Yayınları.
15. Chan, K. K., & Leung, S. W. (2014). Dynamic geometry software improves mathematical achievement: Systematic review and meta-analysis. Journal of Educational Computing Research, 51(3), 311-325. https://doi.org/10.2190/EC.51.3.c
16. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
17. Coldwell-Neilson, J. (2018). Digital literacy expectations in higher education. In Open oceans: Learning without borders: ASCILITE 2018 Conference Proceedings (pp. 103-112). ASCILITE. https://doi.org/10.14742/apubs.2018.1922
18. Curaoğlu, O. (2012). Teknoloji ile zenginleştirilmiş öğretimin altıncı sınıf öğrencilerinin matematik dersine karşı tutumlarına ve matematik dersindeki problem çözme becerilerine etkisi [The effects of technology enriched instruction on 6th grade public school students' attitudes and problem solving skills in mathematics]. [Unpublished doctoral dissertation]. Orta Doğu Teknik University, Türkiye.
19. Çavuş, H., & Deniz, S. (2022). The effect of technology assisted teaching on success in mathematics and geometry: A meta-analysis study. Participatory Educational Research, 9(2), 358-397. https://doi.org/10.17275/per.22.45.9.2
20. Çilingir, E., & Artut, P. D. (2016). Gerçekçi matematik eğitimi yaklaşımının ilkokul öğrencilerinin başarılarına, görsel matematik okuryazarlığı özyeterlik algılarına ve problem çözme tutumlarına etkisi [Effect of realistic mathematics education approach on visual mathematics literacy perceptions and problem solving attitude of students]. Turkish Journal of Computer and Mathematics Education, 7(3), 578-600. https://doi.org/10.16949/turkbilmat.277872
21. Çolakoğlu, S. (2018). Çember konusunun geogebra yazılımıyla öğretiminin 7.sınıf öğrencilerinin yaratıcı düşünme becerilerine etkisi [The effects of teaching circle subject with geogebra software on creative thinking skills of 7th grade students]. [Unpublished master’s thesis]. Bayburt University, Türkiye.
22. Daniela, L. (2018). Didactics of smart pedagogy: Smart pedagogy for technology enhanced learning. Springer. https://doi.org/10.1007/978-3-030-01551-0
23. Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62, 279-301. https://doi.org/10.1007/s10734-010-9387-6
24. Demetgül, Z. & Baki, A. (2020). Teknoloji donanımlı bir sınıfta mutlak değer ve eşitsizlikler konusunun öğretiminden yansımalar: bir aksiyon araştırması [Reflections on Instruction of Inequality And Absolute Value In A Technology-Equipped Classroom: An Action Research]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 11(1), 91-127. https://doi.org/10.16949/turkbilmat.333662
25. Deniz, S. (2019). Teknoloji destekli öğretimin matematik ve geometri alanlarında başarı ve tutuma etkisi üzerine bir meta analiz çalışması [A meta analysis study on the effect of technology- aided teaching on the academic achievement and attitude towards mathematics and geometry]. [Unpublished master’s thesis]. Van Yüzüncü Yıl University, Türkiye.
26. Dikovic, L. (2009). Implementing Dynamic Mathematics Resources with GeoGebra at the College Level. International Journal of Emerging Technologies in Learning (IJET), 1(3), 183 – 187. https://doi.org/10.3991/ijet.v4i3.784
27. Dinçer, B., & Yılmaz, S. (2019). Matematik dersinde dijital hikaye anlatımının açıklık kavramı öğretimine etkisinin incelenmesine yönelik deneysel bir çalışma [An experimental study on the investigation of the effect of digital storytelling on teaching of the concept of range]. International Journal of New Trends in Arts, Sports & Science Education (IJTASE), 8(2), 49-57.
28. Drijvers, P. (2018). Digital assessment of mathematics: Opportunities, issues and criteria. Mesure et évaluation en éducation, 41(1), 41-66. I: https://doi.org/10.7202/1055896ar
29. Duval, E., Sharples, M., & Sutherland, R. (2017). Technology-Enhanced Learning. Springer. https://doi.org/10.1007/978-3-319-02600-8
30. Erdener, K., & Gür, H. (2019). Ortaokul matematik derslerinde dinamik geometri yazılımı Geometer’s Sketchpad kullanımı ile ilgili öğrenci görüşleri [Students’ views towards using the dynamic software Geometer’s Sketchpad in middle school mathematics classrooms]. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 21(1), 364-377. https://doi.org/10.25092/baunfbed.548536
31. Erduran, A. (2020). Fonksiyon kavramının öğretiminde teknoloji ile zenginleştirilmiş öğrenme ortamının öğrenci başarısına etkisi [The effect of technology enriched learning environment on student achievement in teaching function concept]. Batı Anadolu Eğitim Bilimleri Dergisi, 11(1), 169-194.
32. Filiz, M. (2009). Geogebra ve cabri geometri II dinamik geometri yazılımlarının web destekli ortamlarda kullanılmasının öğrenci başarısına etkisi [The effect of using geogebra and cabri geometry II dynamic geometry softwares in a web-based setting on students achievement]. [Unpublished master’s thesis]. Karadeniz Teknik University, Türkiye.
33. Flavin, M. (2020). Re-imagining technology enhanced learning: Critical perspectives on disruptive innovation. Springer Nature. https://doi.org/10.1007/978-3-030-55785-0
34. Fraenkel, J.R. & Wallen, N.E. (2009). How to design and evaluate research in education. McGraw-Hill.
35. Genç, G. (2010). Dinamik geometri yazılımı ile 5. Sınıf çokgenler ve dörtgenler konularının kavratılması [Teaching 5th grade polygon and quadrangle subjects through dynamic geometry software]. [Unpublished master’s thesis]. Adnan Menderes University, Türkiye.
36. Grant, D. G. (2019). Predicting Web 2.0 use among US teens - Expanding the power of the skill, will and tool model. British Journal of Educational Technology, 50(6), 3405-3419. https://doi.org/10.1111/bjet.12745
37. Green, S. B., Salkind, N. J. (2005). Using spss for windows and macintosh: Analyzing and understanding data. Pearson.
38. Goodyear P, Retalis S. (2010). Learning, technology and design. In: P. Goodyear, S. Retalis, (editors). Technology-enhanced learning: Design patterns and pattern languages. (pp.1–28). Sense Publishers. https://doi.org/10.3109/0142159X.2015.1009024
39. Gulli, C. (2021). Technology in Teaching Mathematics: Desmos. Proceedings of GREAT Day, 2020(1), 8. https://knightscholar.geneseo.edu/proceedings-of-great-day/vol2020/iss1/8
40. Gülbağcı, S. (2009). İlköğretim 7. sınıf dörtgenler konusunun öğretiminde dinamik geometri yazılımlarının etkisi [The effect of dynamic geometry software on seventh grade students‟ understanding of quadrilaterals]. [Unpublished master’s thesis]. Ankara University, Türkiye.
41. Gülbahar, Y. (2005). Öğrenme stilleri ve teknoloji. Eğitim ve Bilim, 30(138), 10-17.
42. Gündüzalp, C. (2021). Web 2.0 araçları ile zenginleştirilmiş çevrimiçi öğrenmenin öğrencilerin üst bilişsel ve yaratıcı düşünme becerilerine etkisi [The effect of online learning enriched with web 2.0 tools on students' metacognitive and creative thinking skills]. Uluslararası Türkçe Edebiyat Kültür Eğitim (TEKE) Dergisi, 10(3), 1158-1177. https://dergipark.org.tr/en/pub/teke/issue/65 009/1000828
43. Gürbüz, R., & Gülburnu, M. (2013). 8. sınıf geometri öğretiminde kullanılan cabri 3D’nin kavramsal öğrenmeye etkisi [Effect of teaching geometry with use cabri 3d in eighth grade on conceptual learning]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 4(3), 224-241. https://doi.org/10.16949/turcomat.60325
44. Hegedus, S. J., Dalton, S., & Tapper, J. R. (2015). The impact of technology-enhanced curriculum on learning advanced algebra in US high school classrooms. Educational Technology Research and Development, 63, 203-228. https://doi.org/10.1007/s11423-015-9371-z
45. Hıdıroğlu, Ç. N. (2012). Teknoloji destekli ortamda matematiksel modelleme problemlerinin çözüm süreçlerinin analiz edilmesi: Yaklaşım ve düşünme süreçleri üzerine bir açıklama [Analysing mathematical modelling problems solving processes in the technology-aided environment: An explanation on approaches and thought processes]. [Unpublished doctoral dissertation]. Dokuz Eylül University, Türkiye.
46. Hıdıroğlu, Ç. N., & Bukova-Güzel, E. (2014). Matematiksel modellemede GeoGebra kullanımı: Boy-ayak uzunluğu problemi [Using geogebra in mathematical modeling: the height-foot length problem]. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 36(36), 29-44. https://doi.org/10.9779/PUJE607
47. International Society for Technology in Education. (2008). National educational technology standards for teachers. http://www.iste.org/standards/nets-for-teachers.aspx
48. Joglar Prieto, N., Sordo Juanena, J. M., & Star, J. R. (2014). Designing Geometry 2.0 learning environments: a preliminary study with primary school students. International Journal of Mathematical Education in Science and Technology, 45(3), 396-416. https://doi.org/10.1080/0020739X.2013.837526
49. Kaleli-Yilmaz, G. (2015). The views of mathematics teachers on the factors affecting the integration of technology in mathematics courses. Australian Journal of Teacher Education (Online), 40(8), 132-148. https://doi.org/10.14221/ajte.2015v40n8.8
50. Karasar, N. (2018). Bilimsel araştırma yöntemi [Scientific research method]. Nobel Akademik Yayıncılık.
51. Koştur, M., & Yılmaz, A. (2017). Technology support for learning exponential and logarithmic functions. Ihlara Eğitim Araştırmaları Dergisi, 2(2), 50-68.
52. Kurvinen, E., Kaila, E., Laakso, M. J., & Salakoski, T. (2020). Long term effects on technology enhanced learning: The use of weekly digital lessons in mathematics. Informatics in Education. 19(1), 51–75 https://doi.org/10.15388/infedu.2020.04
53. Liang, S. (2016). Teaching the concept of limit by using conceptual conflict strategy and Desmos graphing calculator. International Journal of Research in Education and Science (IJRES), 2(1), 35-48. https://doi.org/10.21890/ijres.62743
54. Ljajko, E., & Ibro, V. (2013). Development of ideas in a geogebra-aided mathematics instruction. Online Submission, 3(3), 1-7. http://dx.doi.org/10.13054/mije.si.2013.01
55. Ministry of National Education (MoNE) (2018). Ortaokul matematik dersi (5, 6, 7 ve 8. Sınıflar) öğretim programı. MoNE.
56. Ministry of National Education (MoNE) (2011). Project Components. http://fatihprojesi.MoNE.gov.tr/tr/icerikincele.php?id =14/15.04.2023
57. Muhammad, I., Elmawati, E., Samosir, C. M., & Marchy, F. (2023). Bibliometric analysis: Research on articulate storylines in mathematics learning. EduMa: Mathematics Education Learning And Teaching, 12(1), 77-87. http://dx.doi.org/10.24235/eduma.v12i1.12607
58. NCTM, (2000). Principles and Standards for School Mathematics. Reston, VA.
59. NCTM. (2015). Strategic use of technology in teaching and learning mathematics.
60. Ng, O. L., Shi, L., & Ting, F. (2020). Exploring differences in primary students’ geometry learning outcomes in two technology-enhanced environments: dynamic geometry and 3D printing. International Journal of STEM Education, 7(1), 1-13. https://doi.org/10.1186/s40594-020-00244-1
61. Onal, N., & Demir, C. G. (2013). İlköğretim yedinci sınıfta bilgisayar destekli geometri öğretiminin öğrenci başarısına etkisi [The effect of computer assisted geometry instruction on seventh grade school students’ achievement]. Turkish Journal of Education, 2(1), 19-28. https://doi.org/10.19128/turje.181051
62. Öner, A. (2013). Bilgisayar destekli öğretimin ilköğretim matematik öğretmen adaylarının trigonometrik fonksiyonların periyotlarıyla ilgili kavram imajlarına etkisi [The effects of computer assisted instruction on preservice elementary mathematics teachers' concept images related to the trigonometric functions' periods]. [Unpublished master’s thesis]. Necmettin Erbakan University, Türkiye.
63. Öz, M. (2015). Ortaokul 7. sınıf matematik dersi geometrik cisimler alt öğrenme alanının öğretiminde dinamik matematik yazılımı geogebra 5.0 kullanımının öğrenci başarısına etkisi [The effects of using a dynamic mathematics software geogebra 5.0 in teaching the subject of 'geometric object' in seventh grade math class in a primary school on students' achievement]. [Unpublished master’s thesis]. Gazi University, Türkiye.
64. Özçakir-Sümen, Ö. (2013). GeoGebra yazılımı ile simetri konusunun öğretiminin matematik başarısı ve kaygısına etkisi [The effect of teaching symmetry subject by GeoGebra software to mathematics success and anxiety]. [Unpublished master’s thesis]. On Dokuz Mayıs University, Türkiye.
65. Özer, A., E. (2023). Teknoloji destekli modelleme etkinlikleriyle üstel ve logaritmik fonksiyonların öğretimi [Teaching exponential and logarithmic functions with technology aided modelling activities]. [Unpublished doctoral dissertation]. Dokuz Eylül University, Türkiye.
66. Özkartal, Ç., & Öçal, T. (2021). Zenginleştirilmiş öğrenme etkinliklerinin simetri konusundaki başarıya ve algıya etkisi [The effect of enriched learning activities on achievement and perception regarding symmetry]. Bayburt Eğitim Fakültesi Dergisi, 16(31), 80-102. https://doi.org/10.35675/befdergi.738227
67. Özpınar, İ. (2017). Matematik öğretmeni adaylarının dijital öyküleme süreci ve dijital öykülerin öğretim ortamlarında kullanımına yönelik görüşleri [Preservice mathematics teachers’ opinions on the use of digital stories and ınstructional environments]. Bartin Üniversitesi Egitim Fakültesi Dergisi, 6(3), 1189-1210. https://doi.org/10.14686/buefad.340057
68. Özsoy, S., & Özsoy, G. (2013). Eğitim araştırmalarında etki büyüklüğü raporlanması [The reporting of effect size in educational research]. İlköğretim Online, 12(2), 334-346.
69. Pari Condori, A., Mendoza Velazco, D. J., & Auccahuallpa Fernández, R. (2020). GeoGebra as a technological tool in the process of teaching and learning geometry. In Conference on Information and Communication Technologies of Ecuador (pp. 258-271). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-030-62833-8_20
70. Parola, A., Di Fuccio, R., Somma, F., & Miglino, O. (2022). Educational Digital Storytelling: Empowering Students to Shape Their Future. In International Conference on Psychology, Learning, Technology (pp. 119-129). Cham: Springer International Publishing. https://doi.org/10.1007/978-3-031-15845-2_8
71. Pea, R. D. (1987). Cognitive technologies for mathematics education. Routledge.
72. Radović, S., Marić, M., & Passey, D. (2019). Technology enhancing mathematics learning behaviours: Shifting learning goals from “producing the right answer” to “understanding how to address current and future mathematical challenges”. Education and Information Technologies, 24, 103-126. https://doi.org/10.1007/s10639-018-9763-x
73. Reisa, Z. A. (2010). Computer supported mathematics with geogebra. Procedia-Social and Behavioral Sciences, 9, 1449-1455. https://doi.org/10.1016/j.sbspro.2010.12.348
74. Saha, R. A., Ayub, A. F. M., & Tarmizi, R. A. (2010). The effects of GeoGebra on mathematics achievement: enlightening coordinate geometry learning. Procedia-Social and Behavioral Sciences, 8, 686-693. https://doi.org/10.1016/j.sbspro.2010.12.095
75. Sarı, H. Y. (2021). Dinamik geometri yazılımları kullanımının öğrencilerin başarısına ve öğrenmelerin kalıcılığına etkileri [The effects of the use of dynamic geometry software on the success of students and the permanent of learnings]. International Journal of Educational Studies in Mathematics, 8(2), 124-139. https://doi.org/10.17278/ijesim.879628
76. Sarıaslan, M. F., & Küçük-Demir, B. (2020). Teknoloji ile zenginleştirilmiş ortamda geometri öğretiminin 6. sınıf öğrencilerinin açılar konusundaki başarısına etkisi [The effect of geometry teaching on 6th grade students’ achievement about the topic of angle in the enriched technological environment]. Journal of Computer and Education Research, 8(16), 503-525. https://doi.org/10.18009/jcer.735671
77. Saye, J. W., & Brush, T. (2002). Scaffolding critical reasoning about history and social issues in multimedia-supported learning environments. Educational Technology Research and Development, 50(3), 77 – 96. https://doi.org/10.1007/BF02505026
78. Secolsky, C., & Denison, D. B. (2018). Handbook on measurement, assessment, and evaluation in higher education (2nd Ed.). Routledge. https://doi.org/10.4324/9781315709307
79. Senger, E. (2019). Sosyomatematiksel normlar ve teknoloji ile zenginleştirilmiş öğretimin 6. sınıf öğrencilerinin yükseklik kavramını anlamasına etkisi [The effect of sociomathematical norms and technology integrated instruction on 6th grade students' understanding of altitude]. [Unpublished master’s thesis]. Boğaziçi University, Türkiye.
80. Sevgi, S., & Soylu, Y. (2022). Trigonometrik fonksiyonların grafiklerini yorumlama konusunun geogebra ile tasarlanmış etkinliklerle öğretiminin öğrencilerin akademik başarısına ve kalıcılığa etkisi [The effect of teaching the subject of interpretation of graphics of trigonometric functions with activities designed with geogebra activities on the success of students and permanence]. Journal of Academic Social Science Studies, 15(91). https://doi.org/10.29228/JASSS.63862
81. Sucu, H. (2021). Teknoloji destekli bir öğrenme ortamında ortaokul öğrencilerinin argüman yapılarının toulmin modeline göre incelenmesi [Analysis of argument structures of secondary school students in a technology supported learning environment according to the Toulmin Model]. [Unpublished master’s thesis]. Eskişehir Anadolu University, Türkiye.
82. Sunzuma, G. (2023). Technology integration in geometry teaching and learning: A systematic review (2010–2022). LUMAT: International Journal on Math, Science and Technology Education, 11(3), 1-18. https://doi.org/10.31129/LUMAT.11.3.1938
83. Şahin, M., Karakuş, F., Özsoy, M., Çınargil, T. (2024). Dinamik geometri yazılımlarıyla zenginleştirilmiş ispat etkinliklerinin tasarlanması [Designing proof activities enriched with dynamic geometry software]. Uluslararası Bilim Ve Eğitim Dergisi, 7(2), 100-130. https://doi.org/10.47477/ubed.1513272
84. Tabachnick, B. G. and Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı. (Çeviren M. Baloğlu). Nobel Akademik Yayıncılık.
85. Tondeur, J., De Bruyne, E., Van den Driessche, M., McKenney, S., & Zandvliet, D. (2015). The physical placement of classroom technology and its influences on educational practices. Cambridge journal of education, 45(4), 537-556. https://doi.org/10.1080/0305764X.2014.998624
86. Topuz, F. (2017). Çember ve daire konusunun öğretiminde dinamik geometri yazılımı GeoGebra kullanımının yedinci sınıf öğrencilerinin başarılarına, geometriye yönelik tutumlarına ve öğrenmedeki kalıcılık düzeylerine etkisi [The effect of using dynamic geometry software geogebra for teaching of 'Circle and Disc' on the 7th grade students' achievement, attitudes towards geometry and retention level in learning]. [Unpublished master’s thesis]. Uşak University, Türkiye.
87. Trouche, L., & Drijvers, P. (2010). Handheld technology for mathematics education: Flashback into the future. ZDM, 42, 667-681. https://doi.org/10.1007/s11858-010-0269-2
88. Türkoğlu, H. (2014). Dinamik geometri yazılımı kullanarak göz izleme yöntemi ile alan bağımsız bilişsel stile sahip matematik öğretmen adaylarınını problem çözme becerilerinin öğrenme stilleri açısından incelenmesi [Investigation of the field independent mathematic teacher candidates' problem solving skills with their learning style by using dynamic geometry software through eye tracking methodology]. [Unpublished master’s thesis]. Başkent University, Türkiye.
89. Usta, N., Işık, A. D., Taş, F., Gülay, G., Şahan, G., Genç, S., ... & Küçük, K. (2018). Oyunlarla matematik öğretiminin ortaokul 7. sınıf öğrencilerinin matematik başarısına etkisi [The effect of teaching mathematics with games on the mathematics achievement of secondary school 7th grade students]. Elementary Education Online, 17(4), 1972-1987. https://doi.org/10.17051/ilko nline.2019.506917
90. Vasquez, D. (2015). Enhancing student achievement using geogebra in a technology rich environment. [Unpublished master’s thesis]. California State Polytechnic University , ABD.
91. Wang, F., & Hannafin, M. J. (2005). Design-based research and technology-enhanced learning environments. Educational Technology Research & Development, 53(4), 5–23. https://doi.org/10.1007/BF02504682
92. Wong, S. L., & Wong, S. L. (2019). Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia. Research and Practice in Technology Enhanced Learning, 14(1), 1-13. https://doi.org/10.1186/s41039-019-0114-3
93. Xing, B., & Marwala, T. (2017). Implications of the fourth industrial age for higher education. The Thinker Issue 73 Third Quarter 2017. https://ssrn.com/abstract=3225331
94. Xu, Y., Chiu, C. K., & Ye, X. (2019). Understanding the use of technology-enhanced learning spaces in Hong Kong: an exploratory study. Asia Pacific Journal of Education, 39(3), 290-309. https://doi.org/10.1080/02188791.2019.1598846
95. Yılmaz, H. Z. (2019). Altıncı sınıf öğrencilerinin çokgenler ve dörtgenler konusundaki kavram yanılgılarının geogebra ile bilişsel çelişki oluşturarak giderilme sürecinin incelenmesi [The analysis of the process of removing misconceptions of 6th grade students about polygons tetragons by creating cognitive contradiction with geogebra]. [Unpublished master’s thesis]. Gazi University, Türkiye.
96. Yenilmez, K., & Duman, Ö. A. (2008). İlköğretimde matematik başarısını etkileyen faktörlere ilişkin öğrenci görüşleri [Students’ opinions about the factors which affect the mathematics success in elementary education]. Manas Üniversitesi Sosyal Bilimler Dergisi, 10(19), 251-268.
97. Young, J. (2017). Technology-enhanced mathematics instruction: A second-order meta-analysis of 30 years of research. Educational Research Review, 22, 19-33. https://doi.org/10.1016/j.edurev.2017.07.001
98. Zengin, Y. (2021). Students’ understanding of parametric equations in a collaborative technology-enhanced learning environment. International Journal of Mathematical Education in Science and Technology, 54(1), 1-27. https://doi.org/10.1080/0020739X .2021.1966848
99. Zilinskiene, I., & Demirbilek, M. (2015). Use of GeoGebra in primary math education in Lithuania: an exploratory study from teachers' perspective. Informatics in Education, 14(1), 127. https://doi.org/10.15388/infedu.2015.08