GeoGebra Software on the Mathematical Language Developments and Self-Efficacy Perceptions of Students-Reference-Cited by-同舟云学术

GeoGebra Software on the Mathematical Language Developments and Self-Efficacy Perceptions of Students

Published:2023-10-21 Issue:15 Volume:7 Page:682-704
ISSN:2602-4241
Container-title:International e-Journal of Educational Studies
language:
Short-container-title:

Author:

BARÇIN Nimet¹^ORCID,AYDOĞAN YENMEZ Arzu²^ORCID

Affiliation:

1. Cumhuriyet Anadolu Lisesi

2. NİĞDE ÖMER HALİSDEMİR ÜNİVERSİTESİ

Abstract

The aim of the study is to investigate the effects of using GeoGebra in teaching functions on mathematical language development and self-efficacy perceptions of tenth grade students. The study, which used the action research method, changes in participants’ language structures were examined with the worksheets, mathematical language questions, researcher’s logs and participant’s logs; participants' self-efficacy perceptions were also examined with the self-efficacy perception scale. The ability of the participants to switch between the sub-dimensions of mathematical language was observed. The research showed that GeoGebra-Assisted Education improved the participants’ perceptions of mathematical self-efficacy and positively affected their mathematical language skills. Since the effective use of mathematical language is an important component of mathematics lessons, the results present important findings.

Publisher

International e-Journal of Educational Studies

Subject

Industrial and Manufacturing Engineering,Environmental Engineering

Reference57 articles.

1. Akarsu-Yakar, E. (2019). Ortaokul öğrencilerinin matematiksel düşünme süreçlerinin ve matematiksel dil becerilerinin matematiğin üç dünyası kuramsal çerçevesi açısından incelenmesi [An investigation of mathematical thinking processes and mathematical language skills of secondary school students through the theoretical framework of ‘three worlds of mathematics] Master’s thesis, Dokuz Eylül University, İzmir.

2. Altıner, E. Ç., & Önal, H. (2022). İlkokul öğrencilerinin sözel problem çözerken kullandıkları görsel ve görsel olmayan temsillerin incelenmesi [Visual and nonvisual representations used by elementary school students when solving word problems]. Yaşadıkça Eğitim, 36(1), 16-34. https://doi.org/10.33308/26674874.2022361344

3. Argün, Z., Arıkan, A, Bulut, S. & Halıcıoğlu, S. (2014). Temel matematik kavramlarının künyesi. [Basic mathematical concepts]. Ankara: Gazi Kitabevi.

4. Austin, J. L., & Howson, A. G. (1979). Language and mathematical education. Educational Studies in Mathematics, 10(2), 161-197. https://doi.org/10.1007/BF00230986

5. Aydın, B., Peker, M., & Dursun, Ş. (2000). İlköğretim 6-8. sınıflarda matematik öğretmenlerinin karşılaştıkları sorunların tespiti. D.E.Ü. Buca Eğitim Fakültesi Dergisi, 12, 120-129.