USING GEOGEBRA IN TEACHING CONES TO DEVELOP THE COMPETENCY USING MATHEMATICAL AIDS AND TOOLS FOR GRADE 9 STUDENTS
DOI:
https://doi.org/10.18173/2354-1075.2024-0135Keywords:
software GeoGebra, the relationship between GeoGebra and real-life situations, competency in using mathematical aids and toolsAbstract
This article, based on theoretical and practical research on applying GeoGebra software in teaching cones, aims to highlight the current situation related to teaching cones. This is based on a survey involving 34 mathematics teachers and 63 ninth-grade students. Additionally, the article illustrates the development of a lesson plan for ninth-grade cones, emphasizing the direction of enhancing the students' competency in using tools and mathematical learning resources through integrating GeoGebra software. Building dynamic models using GeoGebra software helps students describe the concept of a cone and the relationship between GeoGebra and real-life situations in ninth grade while enhancing visual and dynamic aspects compared to traditional teaching methods. Furthermore, the article introduces a tool for teachers, which only needs a GeoGebra file with pre-set tools. This tool can be applied for teaching in any location if a computer with GeoGebra software is installed.
Downloads
References
[1] Asmin, Sembiring BN & Surya E, (2019). Development of Mathematics learning tools through GeoGebra - Aided problem-based learning to improve solving capability Mathematical problems of high school students. Social Science, Education, and Humanities Research, 384, 210-214.
[2] Bui MD, (2018). Teaching spatial geometry in high school with the support of information technology, PhD Thesis, Hanoi National University of Education.
[3] Le VMT, (2016). Using GeoGebra according to the situation theory approach in teaching plane geometry in high school. Vietnam Journal of Education, 425(1), 44-46.
[4] Hohenwarter M, Hohenwarter J, Kreis Y & Lavicza Z, (2008). Teaching and calculus with free dynamic mathematics software GeoGebra. International Quadrennial Congress, 1-9.
[5] Nguyen HN, (2022). Developing the ability to use tools and means of learning mathematics through teaching spatial geometry in grade 11 with the support of GeoGebra software, Master's Thesis, Saigon University.
[6] Nguyen TH, (2018). Teaching quadratic functions in high school from a modeling perspective with GeoGebra software, Master's Thesis, Saigon University.
[7] Singh LK, (2018). Impact of using GeoGebra software on students’ achievement in Geometry: A Study at Secondary Level. Asian Resonance, 7(5), 133-137.
[8] Vu LH, (2020). GeoGebra software application supports teaching geometry programs for grade 7, and middle school, Master's Thesis, Vietnam National University, Hanoi.
[9] Wah LK, (2015). The effects of instruction using the arcs model and GeoGebra on upper secondary students’ motivation and achievement in learning combined transformation. Asia Pacific Journal of Educators and Education, 30, 141-158.
[10] Wassie YA & Zergaw GA, (2019). Some of the Potential Afferdances, Challenges, and Limitations of Using GeoGebra in Mathematics Education. Eurasia Journal of Mathematics, Science and Technology Education, 15(8), 1-11.
[11] Yorganci S, (2018). A study on the views of graduate students on the use of GeoGebra in mathematics teaching. European Journal of Education Studies, 63-78.
[12] Ministry of Education and Training, (2018). General education program in Mathematics.
[13] Do DT, Do TD, Le TA, Do DB, Pham XC, Nguyen SH, Vu PT, (2018). Teaching and developing mathematics capacity in secondary school, University of Education Publishing House.
[14] Cao HD, (2018). Application of GeoGebra software in teaching geometry proof in grade 7 middle school, Master's Thesis, Vietnam National University, Hanoi.
[15] Mwingirwa IM & O’Connor M, (2016). Status of Teachers’ technology uptake and use of GeoGebra in teaching secondary school Mathematics in Kenya. International Journal of Research in Education and Science, 2(2), 286-294.