Impact of using GeoGebra on students’ conceptual and procedural knowledge of limit function

Hutkemri, Effandi Zakaria

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

The purpose of the study was to identify the effect of using GeoGebra on conceptual and procedural knowledge of limit function according to group and ability. The study involved students from a high school in Riau, Indonesia. A total of 138 students were in the treatment group and 146 students were in the control group. Data were collected using the conceptual and procedural test of limit function. T-test and two-way ANOVA were employed with the Statistical Package for the Social Sciences (SPSS) 19.0. The findings of the study showed significant differences in students’ conceptual and procedural knowledge based on student groups and ability. The findings present implications in the field of education that promote the use of GeoGebra as a means of improving students’ knowledge in mathematics.

Original languageEnglish
Pages (from-to)873-881
Number of pages9
JournalMediterranean Journal of Social Sciences
Volume5
Issue number23
DOIs
Publication statusPublished - 1 Nov 2014

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student
Group
ability
Indonesia
Procedural knowledge
Procedural
social science
mathematics
present
school
knowledge
education
Education
Social sciences
T-test
Analysis of variance
High school
Knowledge-based
Mathematics
Group Treatment

Keywords

  • Conceptual knowledge
  • GeoGebra
  • Limit function
  • Procedural knowledge

ASJC Scopus subject areas

  • Social Sciences(all)
  • Arts and Humanities(all)
  • Economics, Econometrics and Finance(all)

Cite this

Impact of using GeoGebra on students’ conceptual and procedural knowledge of limit function. / Hutkemri, ; Zakaria, Effandi.

In: Mediterranean Journal of Social Sciences, Vol. 5, No. 23, 01.11.2014, p. 873-881.

Research output: Contribution to journalArticle

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