The effects of ICT-based teaching in mathematics Measuring the effects of ICT-based teaching in the mathematical areas of linear equations and probability

Abstract

The purpose of this study is to examine the effects dynamic mathematics software has on understanding linear functions and theory of probability. The study was limited to investigating GeoGebra’s efficacy on the aforementioned mathematical topics. Linear functions and probability present great difficulty for students and educators alike. Two different classes, named 21B (n = 31) and 21C (n = 31) both studying their first year in the Swedish upper secondary school constituted the examined groups. Class 21B formed the experimental group during the teaching of linear functions and class 21C constituted the control group. When investigating probability the control group and experimental group were switched, making 21C the experimental group and 21B the control group during the second half of the study. Their pre-existing knowledge was measured to be able to compare the end- results fairly and it showed no significant different in level of knowledge before the study. Data on the students’ performances were collected by using achievement tests at the end of each lesson and their ordinary final exam was used as an after-test to measure the long term knowledge. The results of this study show GeoGebra having no significant effect on students’ understanding of neither linear functions or theory of probability when first being introduced to it.