The Nature of Gender Difference in The Effectiveness of GeoGebra

ASM Science Journal Pub Date : 2023-11-23 DOI:10.32802/asmscj.2023.1044

Ziham Zawawi Mazlan, Hutkemri Zulnaidi

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Abstract

GeoGebra is a type of Dynamic Geometric Software (DGS) that has been widely used to teach Mathematics. A substantial research study was done to investigate the effectiveness of GeoGebra to enhance students’ learning in mathematics from varied dimensions. In this research, a systematic review of the effectiveness of GeoGebra to enhance students’ learning in mathematics from varied dimensions was conducted using PRISMA’s procedure. The use of GeoGebra as one of STEM education instrument has yet to be discovered. Thus, the further study of its effectiveness is needed. 11 articles between 2011-2020 have been analysed. The distribution of the accessed articles over the years were up and down by heading to its declining trend from 2011 to 2020. The distribution of origin in the accessed articles by country of origin shows that Asia dominated this study with six articles (55%), while Africa with three articles (27%) and North America and Europe, respectively produced one paper (9%). All accessed articles conclusively stated that GeoGebra can improve students and pupils cognitive and affective dimensions. In terms of gender difference, the conclusive findings show no gender difference on the effectiveness of GeoGebra in the teaching and learning of mathematics.

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GeoGebra 效果中的性别差异性质

GeoGebra 是一种动态几何软件（DGS），已被广泛用于数学教学。为从不同维度调查 GeoGebra 在促进学生数学学习方面的有效性，我们进行了大量的研究。本研究采用 PRISMA 程序，对 GeoGebra 从不同维度促进学生数学学习的有效性进行了系统综述。作为 STEM 教育工具之一的 GeoGebra 的使用还有待探索。因此，需要进一步研究其有效性。对 2011-2020 年间的 11 篇文章进行了分析。从 2011 年到 2020 年，被访问文章的分布呈上升和下降趋势。按来源国划分的文章来源地分布显示，亚洲在本研究中占主导地位，有六篇文章（55%），非洲有三篇文章（27%），北美和欧洲分别有一篇论文（9%）。所有文章都明确指出，GeoGebra 可以提高学生的认知和情感水平。在性别差异方面，研究结果表明，GeoGebra 在数学教学中的有效性没有性别差异。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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ASM Science Journal

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