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

Abstract

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 .