The Effects of GeoGebra-Assisted Transformation Geometry Instruction on Student Achievement, Attitudes, and Beliefs

Abstract

This study aims to investigate the effects of using GeoGebra, a popular dynamic geometry software, on students’ mathematics achievement, attitudes toward geometry, and beliefs about mathematics and its teaching in transformation geometry teaching. The study was a quasi-experimental design including experimental and control groups. The sample of the study was 34 7th-grade students from a public middle school in a city in Turkey. The study was conducted in the 2015-2016 academic year, lasting ten lesson hours (three weeks). The data were collected through achievement test and surveys regarding attitudes toward geometry, beliefs about the nature of mathematics, and beliefs about the teaching of mathematics. The quantitative data analyses were carried out by using the Mann-Whitney U test. Results revealed that, although the use of GeoGebra in teaching transformation geometry demonstrated student improvement in achievement, attitudes toward geometry, and beliefs about