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Impact de l’utilisation de GeoGebra sur l’apprentissage des élèves : Cas de la compréhension du concept de fonctions numériques au lycée

Abstract : Research on the pedagogical integration of digitals technologies in teaching and learning in large numbers has shown that the use of dynamics mathematics software significantly improves student’s learning and achievement. The benefits of using this software is that the dynamic learning environment provides the opportunity for learners to explore the multiple representations of a mathematical concept, to visualize and to manipulate these mathematical properties. Further research, on the pedagogical integration of digital technologies into teaching – learning in small numbers has shown that the use of dynamic mathematics software does not significantly improve student learning and achievement compared to students in traditional classes. The disadvantages of using this software is that a dynamic learning environment where students do not master the software features does not allow students to sufficiently explore its dynamic potential during their learning and get a test performance at significant level. The objective of this research was to examine the impact of using of GeoGebra software during the teaching – learning process on the mathematical concept of functions in ordinary high school students of the educational system in Niger. This quasi - experimental research focused on a sample of 419 students from the general education high school of the three levels of education enrolled in a public institution for the two school years, 2017 - 2018 and 2018 - 2019. These students were divided into randomly into two non-equivalent groups including an experimental group and a control group. Students in the experimental group learned the concept of functions in a dynamic learning environment using GeoGebra and the control group students learned the same concept in a traditional learning environment. The procedure for this research consisted of three (3) phases. The first phase is that of pretest, which was administered to the students of this experiment. The second phase is educational intervention where students in the experimental group learned the concept of functions using GeoGebra and the control group students learned the same concept in an ordinary class. It is important to emphasize each teacher has intervened in two class of students of the same level of education and series. The third phase is the post-test phase, which was administered to the students of this experiment. With regard to the first part of our experiment, the results showed that the use of a mathematical software GeoGebra did not contribute significantly to the learning of students and their performance at the score and that these results can be explained by the fact that these students did not learn to use the GeoGebra dynamic potential before the intervention. With regard to the second part of the results of our experiment, it was found that the mobilization of Geogebra in a structured digital environment contributed significantly to the students' learning and their performance on the scores and that these results can be explained by the fact that students learned to use the dynamic potential of GeoGebra suitable for solving problems for studying numerical functions before the teacher's teaching intervention. The researcher concluded that using mathematics software in an ordinary mathematics classroom to learn the mathematical concept of function can have a positive impact on student learning and performance provided that the digital learning environment is well-structured.
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Abdoul Massalabi Nouhou. Impact de l’utilisation de GeoGebra sur l’apprentissage des élèves : Cas de la compréhension du concept de fonctions numériques au lycée. Education. Université de Cergy Pontoise, 2019. Français. ⟨NNT : 2019CERG1007⟩. ⟨tel-02524612⟩

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