The impact of multiple representations on grade 12 students' ability to interpret the relation between derivatives and functions using GeoGebra

النوع : Mémoire

Technology or interactive software learning allows more students to be actively thinking about concepts, making choices, and building skills, which is more typical than in paper-and-pen static learning. Moreover, when technology is used as a tool to support students in performing tasks, the students are in the position of being active learners, making decisions, and evaluating their progress. The purpose of this research is to investigate the impact of interactive software GeoGebra that shows multiple representation at the same time, on the conceptual understanding, interpreting and generalizing the relationship between the curve of the derivative(s) of a function and the function itself. The total number of students is 54. In the experimental group, the DGS GeoGebra was integrated in teaching and learning, while in the control group, only black board, paper and pen were used in teaching and learning. The pre-test-post-test method was applied to compare students’ abilities in each group before and after instruction. The quantitative analysis of the post-test showed that the performance of students exposed to DGS is significantly better.