GeoGebra acts as a cognitive scaffold, facilitating multi-representational thinking and active exploration, and its effectiveness is moderated by educational level and participant context rather than simple intervention duration.
Abstract
The integration of Dynamic Mathematics Software (DMS), specifically GeoGebra, has fundamentally altered the pedagogical landscape of mathematics education. This narrative literature review synthesizes current research regarding the efficacy of GeoGebra in enhancing visualization and problem-solving skills among students. By analyzing meta-analyses and individual quasi-experimental studies, this paper establishes that while GeoGebra offers significant advantages (with an effect size of approximately g = 1.07) over traditional methods, its effectiveness is moderated by educational level and participant context rather than simple intervention duration. Furthermore, this review investigates the causal role of socio-demographic variables—including age, sex, parental education, and technological access—on learning outcomes. Findings suggest that GeoGebra acts as a cognitive scaffold, facilitating multi-representational thinking and active exploration. The paper concludes with a translational research framework for implementing these findings in diverse classroom environments.
GeoGebra in mathematics learning can potentially be used to help students improve their mathematical communication and representation skills in solving problems. However, limited research has examined the integration of GeoGebra and contextual mathematics learning to improve these skills. The study aims to examine the...
M. Kholid, Rahmadani Fitri Nur Handayani, Safitri Nuraini· Contemporary Educational Tec...· 0 citations
Research on the integration of GeoGebra in mathematics education has increased substantially in recent years. However, existing studies are dispersed across multiple sources, necessitating a systematic synthesis to provide a comprehensive understanding. This study aims to analyze research trends on the use of GeoGebra...
Rini Dwi Mardiyah, D. S. N. Afifah, Silfia Hayuningrat· Riemann: Research of Mathema...· 0 citations
Mathematical problem-solving in solid geometry remains challenging for elementary students, highlighting the need for instruction that actively engages them in reasoning and solution development. Although Problem-Based Learning (PBL), GeoGebra, and their integration have been investigated separately, direct comparisons...
It is suggested that the applet is a valid, practical, and promising learning medium for enhancing the conceptual understanding of area and volume among prospective mathematics teachers.
Danang Setyadi, Tanti Listiani, Fika Widya Pratama et al.· Jurnal Elemen· 0 citations
Students often experience difficulty mastering Circle Theorems because conventional instruction relies on static diagrams that provide limited opportunities to visualize geometric relationships. This study investigated the impact of GeoGebra®-based dynamic visualization on Senior High School (SHS) students' mastery o...
Innocent Akpage, Asare Charles, S. Sarfo et al.· Frontiers in Education· 0 citations
This study examined the relationship between the utilization of digital visualization tools, specifically Desmos and GeoGebra, and the mathematical proficiency of Grade 11 STEM students in Calculus, focusing on conceptual understanding and behavioral, emotional, and cognitive engagement. Anchored in Constructivist Lear...
Angelica S. Dungo, Rhyan Christian M. Amores, Alexzandra Lynn A. Herrera et al.· International Journal of Sus...· 0 citations
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