The ımpact of teaching mathematics with geogebra on the conceptual understanding of limits and contınuıty: The case of Turkish gifted and talented students

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Author
Aydos, Mustafa
Advisor
Çorlu, M. Sencer
Date
2015Publisher
Bilkent University
Language
English
Type
Thesis
Metadata
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http://hdl.handle.net/11693/30052Abstract
There is strong evidence in mathematics education literature that students benefit
extensively from the use of technology that allows for multiple representations of
mathematical concepts. The benefits include developing an advanced level of
mathematical thinking and conceptual understanding. The purpose of this study was
to investigate the impact of teaching limits and continuity topics in GeoGebrasupported
environment on students’ conceptual understanding and attitudes toward
learning mathematics through technology. The sample consisted of 34 students
studying in a unique high school for gifted and talented students in Turkey. This
study followed a pre-test post-test controlled group design. Conceptual
understanding of the topics of limits and continuity was measured through openended
questions while attitudes toward learning mathematics through technology
was measured using a Likert-type survey. The intervention was teaching with
GeoGebra in contrast to using traditional instruction in the control group. Data were
analyzed with an independent samples t-test on gain scores for control and
experimental groups. In the conceptual understanding test, the gain scores of the
experimental group was found to be 1.33 standard deviations higher than that of the
control group on the average. This finding was evaluated noteworthy in terms of
previously-conducted research on the impact of GeoGebra. Furthermore, the study
found that student attitudes toward learning mathematics through technology
improved, as well. The researcher concluded that Geogebra may be an effective tool
for teaching calculus to gifted and talented students .