GeoGebra in the Secondary Mathematics Classroom: A Literature Review

GeoGebra in the Secondary MathematicsClassroom 1GeoGebra in the Secondary Mathematics Classroom:A Literature ReviewDan SchellenbergFebruary, 2009

GeoGebra in the Secondary MathematicsClassroom 2GeoGebra in the Secondary Mathematics ClassroomGeoGebra is open source software that combines dynamic geometry software,computer algebra system and spreadsheet functionality. This paper explores the currentliterature on each of these topics in an attempt to determine the advantages and barriers tousing GeoGebra to enhance instruction in a secondary mathematics classroom.The paper begins with an explanation of why technology is seen as an important partof mathematics teaching and learning. This is followed by a description of the types of technologies often used in mathematics teaching and learning. Specific attention is given todynamic geometry software, computer algebra systems and spreadsheets. Opportunities and precautions are identified for each category of software. Finally, the important characteristicsof GeoGebra itself are examined.

Technology in Mathematics Education – Why Bother?

Technology plays an important part in the learning of mathematics. Students must become familiar with the technological tools utilized in mathematics, whether that be anabacus or a graphing calculator. Modern technology allows for easier exploration of mathematics than was previously possible. “The speed of computers and calculators enablesstudents to produce many examples when exploring mathematical problems. This supportsthe observation of patterns, and the making and justification of generalizations” (BritishEducation Communication Technology Agency, 2004, p. 1).According to the National Council of Mathematics Teachers position statementregarding technology, appropriate use of technology allows more students access tomathematical concepts (National Council of Teachers of Mathematics, 2008). A motivatingfactor for increasing the accessibility of mathematics is that mathematics knowledge has become as an important part of critical citizenship (Adler, Ball, Krainer, Lin, & Novotna,2005, p. 360). To help students gain the skills that will be useful as citizens, students must

GeoGebra in the Secondary MathematicsClassroom 3have the opportunity to use the same technology that is available outside the walls of their classrooms. (Haapasalo, 2007, p. 9). Using the same technology that is available outside theclassroom allows students to transfer their knowledge into the world as they move beyondformal education.Some teachers and school systems remain wary of integrating technology intomathematics education. The three most common reasons are curriculum scope (convincingteachers the benefits are worth the change), availability of the technology (open computer labs, for example) and accessibility of the programs (technology that is easy enough to learnthat the focus remains on the math) (Little, 2008, p. 49). Equipment failure can also be amajor roadblock to the adoption of technology, as teachers will not commit to usingsomething they cannot rely on in their daily teaching (Cuban, Kirkpatrick, & Peck, 2001, p.829). The views of the mathematics teacher greatly influence whether and how technologywill be incorporated into the classroom. According to a recent study, middle-aged and moreexperienced teachers were more likely to integrate technology than their younger counterparts, despite having a more negative attitude regarding technology (Hung & Hsu,2007, p. 233). This suggests that familiarity with technology might not correlate to increasedtechnology use in the classroom. A base level of technical skill is required, however, as a previous study notes that “effective teachers who use ICT [information and communicationstechnology] are teachers who are confident with ICT” (Bramald, Miller, & Higgins, 2000, p.5).

Types of Technology Used in Mathematics Education

The technology used in mathematics teaching and learning can be categorized intotwo major types, virtual manipulatives and general software tools (Preiner, 2008, p. 26). Avirtual manipulative can be defined as “an interactive, Web-based visual representation of a