Control group students relied on memorizing algebraic formulas and could not connect graphs with algebraic expressions, while GeoGebra students built those connections and interpreted graphs better¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? During control group applications, students focused on algebraic operations and formulas, mostly memorized them, and could not establish a relation between graphs and the algebraic expression of functions. → Övez 2018 q2 i? Test group students established the relation between algebraic expression and graphs better and were more successful in interpreting them. → Övez 2018 (2)

Evidence¶

Övez 2018¶

Filiz Tuba Dikkartin Övez. (2018). The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions. International Education Studies, 11(7). https://doi.org/10.5539/ies.v11n7p1

q2 · i? · causal · r2

Authors' observation of control group classroom applications during the experiment, reported in the Result and Discussion section as a qualitative contrast with the experimental group's behavior.

"In the study during the control group applications it was seen that the students usually laid stress on algebraic operations and formulas and that they mostly memorized them and that they could not establish a relation between the graphs and algebraic expression of function."

Övez 2018 (2)¶

Filiz Tuba Dikkartin Övez. (2018). The Impact of Instructing Quadratic Functions with the Use of Geogebra Software on Students’ Achievement and Level of Reaching Acquisitions. International Education Studies, 11(7). https://doi.org/10.5539/ies.v11n7p1

q2 · i? · causal · r2

Authors' interpretation of the experimental group's performance, attributed to guided discovery revealing existing relations and to students constructing their own examples with GeoGebra; no separate statistic is printed for this contrast.

"Test group students were able to establish the relation between the algebraic expression and the graphs better and that they became more successful in interpreting them."

Discussion¶

Related Claims¶

• Concreteness fading enables learners to build a store of memorable images usable when abstract symbols lose meaning — related
• Class-level student reports of memorizing formulas and listening to lectures positively predict mathematics achievement, while relating math to daily life negatively predicts it, across Swedish TIMSS waves 2003–2015 — reports the opposite
• Preliminary study found textbook-only teaching and students whose geometry ability was limited to the visual skill — related
• Preparing for oral assessments changes student study habits toward understanding over memorization — related
• Experimental group students reached three of four quadratic functions acquisitions at the .75 criterion level while control students reached none, and neither group reached the fourth acquisition — related