1

THE USE OF GEOGEBRA IN

COLLABORATIVE LEARNING IN
MATHEMATICS

WONG LIT MAY

UNIVERSITI TEKNOLOGI MALAYSIA

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THE USE OF GEOGEBRA IN COLLABORATIVE LEARNING IN

MATHEMATICS

WONG LIT MAY

thesis submitted in fulfilment of the

requirements for the award of the degree of
Master of Education (Mathematics)

Faculty of Education
Universiti Teknologi Malaysia

JANUARI 2013
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“I hereby declare that I have read this thesis and in my opinion this thesis is
sufficient in terms of scope and quality for the award of the degree of Master of
Education (Mathematics)”

Signature : __________________________
Name of Supervisor : ASSOC. PROF. DR. MOHINI BINTI MOHAMED
Date : 31ST JANUARY____________
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I declare that this thesis entitled “The Use Of Geogebra In Collaborative

Learning In Mathematics” is the result of my own research except as cited in the
references. The thesis has not been accepted for any degree and is not concurrently
submitted in candidature of any other degree.

Signature : __________________________
Name : WONG LIT MAY___________
Date : 31ST JANUARY_____________
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Forever Love
For
Parents, Brothers, Sister, Friends and Fiance
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ACKNOWLEDGEMENT

At first, I would like to express my sincere appreciation to my thesis

supervisor, Associate Professor Dr. Mohaini Binti Mohamed who provided me ideas,
guidance and continually support in my research. Her comments, suggestion and
criticisms during the whole progress of this research are gratefully praised. Without
her encouragement, motivation and persistent helps, this research would not have
been possible.

Besides my supervisor, I would like to thanks several government authorities

such as Faculty of Education University Technology Malaysia, Jabatan Pelajaran
Johor Bahagian Pendaftaran Pendidikan dan Guru and Bahagian Kementerian
Perancangan dan Penyelidikan Dasar Pendidikan, Kementerian Pendidikan Malaysia
for their assistances in approving my request to carry on my research in secondary
school.

I would like to extend my appreciation to Puan Hj Habibah Binti Dol, Miss

Soh Jiun Yi and Cik Ismah Azilah Binti Mat Isa for listing the respondents, preparing
the ICT facilities and cooperation to smoothen my research. Without them, it would
be impossible for me to complete my thesis in time.

I thank my fellow course mate Kuek Meng Lie and Irene Tiong for updating
the information and assisting me throughout the whole research.

Last but not least, I would like to thank my family and friends: my parents,
Wong Yen May, Leng Mun Thong and Teo Wan Key. They supported me in
mentally and helped enormously through all the difficulties I encountered.
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ABSTRACT

This research aims to find out the level of the students’ cognitive skills via
using GeoGebra and investigate whether GeoGebra as a tool helps in learning
process. It has more specifically sought to obtain an understanding of the students’
cognitive skills according to Bloom Taxonomy via GeoGebra in Mathematics
classroom. Students’ interest to learn mathematics is also being tested. GeoGebra is a
dynamic mathematics software which consists of algebra, geometry, spreadsheet and
calculus to help students in learning process. The sample in this research consists of
7 Form 4 secondary school students in Johor Bahru. During this research, GeoGebra
and the concept of geometry and algebra were introduced to students. After that,
students had to answer some geometry and algebraic questions via social networking.
Through this social networking, students solve problems, give comments and
conduct discussion among themselves. Students’ level of cognitive skills was
obtained from this session. At the end, students were required to have an individual
interview and a questionnaire session with the researcher. These helped researcher to
find out whether GeoGebra as a tool helps students in learning process. The results
showed that 6 students were able to reach higher order thinking skill in Bloom
Taxonomy cognitive level during the discussion in social net working. Collaborative
learning helps students to think in a new open-minded way and may begin to change
students’ view of mathematics. Students like to use GeoGebra. They found that
GeoGebra is a user-friendly and significant in motivating their learning.
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ABSTRAK

Kajian ini bertujuan untuk menceburi tahap kemahiran kognitif pelajar

melalui penggunakan GeoGebra dan menyiasat sama ada GeoGebra sebagai suatu
alat untuk membantu dalam proses pembelajaran. Ia adalah lebih khusus untuk
mendapatkan pemahaman kemahiran kognitif pelajar menurut Taksonomi Bloom
melalui GeoGebra di dalam kelas Matematik. Minat pelajar untuk belajar matematik
melalui juga diuji. GeoGebra adalah perisian matematik dinamik yang terdiri
daripada algebra, geometri, spreadsheet, dan kalkulus untuk membantu pelajar dalam
proses pembelajaran. Sampel dalam kajian ini terdiri daripada 7 pelajar sekolah
menengah tingkatan 4 di Johor Bahru. Semasa kajian ini, GeoGebra dan konsep
geometri dan algebra telah diperkenalkan kepada para pelajar. Selepas itu, pelajar
diminta menjawab beberapa soalan geometri dan algebra melalui rangkaian sosial.
Melalui rangkaian sosial ini, pelajar menyelesaikan masalah, memberi komen dan
menjalankan perbincangan di kalangan mereka. Tahap kemahiran kognitif pelajar
diperolehi daripada sesi ini. Pada sesi akhir, pelajar dikehendaki bertemuramah
dengan penyelidik secara individu dan menjawab soal selidik yang disediakan. Ini
membantu penyelidik untuk mengetahui sama ada GeoGebra sebagai alat utuk
membantu pelajar dalam proses pembelajaran. Hasil kajian menunjukkan bahawa 6
orang pelajar dapat mencapai peringkat berfikir keterampilan tinggi dalam tahap
kognitif Taksonomi Bloom semasa perbincangan dalam rangkaian sosial.
Pembelajaran berkumpulan membantu pelajar berfikir secara terbuka dan mengubah
pandangan pelajar terhadap matematik. Pelajar suka untuk menggunakan GeoGebra.
Mereka mendapati bahawa GeoGebra adalah mesra diguna dan penting dalam
memotivasi pembelajaran mereka.
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TABLE OF CONTENTS

DEDICATION ………………………………………………………………… iii

ACKNOWLEDGEMENT …………………………………………………… iv
ABSTRACT…………………………………………………………………… v
ABSTRAK…………………………………………………………………….. vi
TABLE OF CONTENTS……………………………………………………… vii

CHAPTER 1: INTRODUCTION
1.1 Introduction………………………………………………………….. 1
1.2 Background of Study………………………………………………… 2
1.3 Problem Statement…………………………………………………... 4
1.4 Rationale of Study…………………………………………………… 6
1.5 Objective of Study…………………………………………………... 7
1.6 Research Question…………………………………………………… 7
1.7 Limitations…………………………………………………………... 7
1.8 Definition of the Term………………………………………………. 9

CHAPTER 2: LITERATURE REVIEW

2.1 Introduction…………………………………………………………. 11
2.2 Collaborative learning (CL) and Computer-Supported Collaborative
Learning (CSCL) in Mathematics Education………………………. 11
2.3 Role of Technology in Mathematics Education ………………………. 13
2.4 Social Networking
2.4.1 Facebook……………………………………………………… 14
2.4.2 Why is Facebook?..................................................................... 15
2.5 GeoGebra
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2.5.1 What is GeoGebra?................................................................... 16

2.5.2 Why is GeoGebra?.................................................................... 16
2.5.3 What is Algebra and Geometry?.............................................. 17
2.6 Problem Solving and Cognitive Skills……………………………... 20
2.7 Conclusion…………………………………………………………. 22

CHAPTER 3: RESEARCH METHODOLOGY

3.1 Introduction…………………………………………………………. 23
3.2 Research Design…………………………………………………….. 23
3.3 Research Location…………………………………………………... 25
3.4 Respondents of study……………………………………………….. 25
3.5 Research Instrument………………………………………………… 25
3.6 Data Collection……………………………………………………… 27
3.7 Procedure of the Study……………………………………………… 28

CHAPTER 4: DATA ANALYSIS

4.1 Introduction…………………………………………………………. 30
4.2 Analysis of the Respondents’ Cognitive Skills According to
Taxonomy Bloom via Facebook……..……………………………... 30
4.3 Analysis the Respondents’ Cognitive Skills and Interest of GeoGebra
via Interview………………………………………………………… 48
4.3.1 Finding from Respondent 1…………………………………… 54
4.3.2 Finding from Respondent 2…………………………………… 55
4.3.3 Finding from Respondent 3…………………………………… 56
4.3.4 Finding from Respondent 4…………………………………… 57
4.3.5 Finding from Respondent 5…………………………………… 58
4.3.6 Finding from Respondent 6…………………………………… 59
4.3.7 Finding from Respondent 7…………………………………… 62
4.4 Analysis respondents’ feedback whether GeoGebra as a tool helps in
learning process via questionnaire…………………………………… 63

CHAPTER 5: DISCUSSION, CONCLUSION AND RECOMMENDATION

5.1 Introduction…………………………………………………………. 67
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5.2 Discussion – The Level of the students’ Cognitive skills according to

Bloom Taxonomy via social net working and interview……………. 67
5.3 Discussion- GeoGebra as a tool helps in learning process via Interview and
questionnaires ……………………………………………………….. 70
5.4 Conclusion…………………………………………………………… 71
5.5 Recommendation……………………………………………………. 73

REFERRENCES…………………………………………………………….. 74

APPENDIX
Appendix A: Module…………………………………………………… 86
Appendix B: Questions would be discussed via social net working….... 101
Appendix C: Questionnaire……………………………………..………. 110
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CHAPTER 1

INTRODUCTION

1.1 Introduction

Malaysia’s education is not focus only on results of the test score but still
have some teachers are not willing to integrate technology into their mathematics
classroom. (Cheah, 2008). Perhaps one of the reasons is their perception where using
technology will not improve the achievement of test scores. Actually, learning is not
only for exams, teachers have to create a better environment to let students enjoy
their learning. To integrate technology into education need a systematic evaluation of
all activities of ICT in the classroom (Otieno, 2008).

Students are given opportunity to learn in various teaching method. The

mathematics activities should also be designed to give students opportunities to apply
mathematics in different context and to see the relevance of mathematics in daily life.
One of the better choices to learn mathematics is to use computer/software. With this
facility, learning process will shift from being teacher-centered to student-centered
and supported by a flexible and open-ended learning environment.

Mathematics is regarded as a way of thinking because of the abstraction of

mathematics. We cannot see the process that is happening in the mind and cannot see
the thinking process that is involved while doing mathematics. Learning mathematics
is not about providing practice on rote skills and memorization. It is looking at
students’ thinking ability and abilities to apply what they comprehend to solve a
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problem. Mathematics is a way of thinking that it requires students to provide good

reasoning and proof. Learning mathematics with computer/software also helps
students in learning process and actively control over students’ thinking process
when trying to solve the problems.

To make this shift, the education system must undergo a radical

transformation. The schooling culture must be transformed from one that is memory-
based to one that is informed, thinking, creative and caring, through leading-edge
technology. This helps students to prepare and make a successful transition to the
modern and more global environment.

In short, this study provides a view of students’ cognitive skills level after
learning geometry and algebraic by using GeoGebra. Students’ cognitive skills level
would be classified according to Bloom Taxonomy. Besides, this study also reflects
whether or not the GeoGebra as a tool helps in learning process in collaborative
learning.

1.2 Background of Study

Nowadays, mathematics teachers are facing challenges in using Information

and Communication Technologies (ICT). It is important to identify teacher
preparation and professional development programs that lead towards the
development of technology pedagogical content knowledge (TPCK) (Niess, 2006).

Koschmann (1996) introduced computer-supported collaborative learning

(CSCL) as an emerging paradigm of educational technology. In the past decade,
online education has grown rapidly but some studies have revealed students’
resistance to computer-supported collaborative learning (CSCL) programs. (Litz,
2007). However, contrary to the above research findings found that students'
attitudes towards mathematics were generally favorable (Etheris and Tan, 2004). The
result showed that students who solve the problem in scaffolded communication
environment (one of the application in Knowledge Forum, a CSCL program) tend to
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perform better than those students who did not use the scaffolded communication
environment.

CSCL offer a wide range of formal and informal learning opportunities to

individuals and groups worldwide (Hurme and Jarvela, 2005). The results of their
study showed that the students co-regulate their thinking while solving mathematics
problems. Besides, they found that when the students carried out activities in
networked discussions, the technology created an environment to stimulate students’
thinking through their mathematics knowledge. Higher order thinking skills (HOTs)
occurred among the students.

Besides CSCL, collaborative learning also helps students in learning process.

Collaborative learning provides group learning and significantly outperformed but
individual learning help group on content understanding only (Chen, 2008). She
stated that collaborative learning structure increases students’ academic achievement
compared to the individual help group. Students got better understanding during the
discussion by using collaborative learning. It helped students in teamwork skills and
problem strategies. It enhanced students’ ability to build up their self-regulation.
Students with collaborative learning would have better achievement than others.

Collaborative leaning allows students to learn mathematic and understand the

concepts of mathematics in cooperative way. Using computer/software (such as
GeoGebra and Geometry Sketch pad) helps teachers in teaching and learning process
and enables them to achieve teaching goal easily. Various ability and characteristic
of students would achieve different cognitive skills level. There is a need to know
that how far for the collaborative learning would develop the cognitive skills level of
students.

Technology plays as a tool to support teachers and students in their problem

solving skill, communication, collaboration, thinking skills, and knowledge creation
(McGhee and Kozma, 2000). Thus, teachers can transform this tool between
instructional roles, curricula, and practices in the classroom. There is a need to
persistent urge to align school education with the fast changing needs of the society
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and the world. So, using collaborative learning in teaching process would be one of
the methods to achieve teaching goal and enhance students’ learning ability.

Generally, positive attitude of teachers towards ICT adoption was held in

Malaysia secondary school (Lau and Sim, 2008). The integration of the ICT has been
widely practiced in the classroom especially in mathematics subject (Abu, 2010).
Some examples of the dynamic mathematical softwares are Geometer’s Sketchpad,
GeoGebra, Autograph and the Graphing Calculator which are powerful symbolic and
numerical calculations. Abu (2010) found that these dynamic mathematical softwares
enable students to produce quick calculations and assist them in abstracting
mathematical concepts. GeoGebra is a dynamic mathematical software which is easy
to learn and it leads students to reproduce “centuries of mathematical advances”
(Stahl, Rose and Goggins, 2010). In this study, GeoGebra has been chosen as a
teaching tool in the classroom in order to identify students’ cognitive skills level after
using GeoGebra in learning process.

In short, there are many positive impacts after using computer/ software in
learning process. Thus, there is a need to know whether by using computer/ software
in Malaysia education environment, students would increase their interest of learning
and understanding in learning process base on their significant cognitive skills level.

1.3 Problem Statement

Most of the teachers still prefer teacher-centered learning method. Thus, the
implementation of ICT in school helps teacher to build a better teaching and learning
environment. Students-centered is always needed. One of the aim in mathematics
curriculum for secondary schools is to face the challenges in everyday life brought
about by the advancement of science and technology. Therefore the use of
technology in our teaching and learning process should be emphasized to fulfill our
curriculum aim (Ministry of education, 2004).
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Educators need to incorporate new technologies into their classroom teaching

practice in order to improve students’ outcomes and exploit the potential of ICT
(McGehee and Griffith, 2004). The occurrence of positive impact of ICT only
depends on how teachers use ICT in their teaching and learning programs (Kozma,
2003). Teachers’ teaching method combine with using technology in the classroom
would be succeed and make substantial changes in their teaching life (Roschelle,
2000).

Technology in education is a widely-used and very broad term (Reis and

Ozdemir, 2010). Teachers have to be a balance between using technology and
traditional methods of teaching and learning in the classroom (Janet, 1999).
Continuous growth of technology provides a conducive learning environment for
teacher to teach. Thus, the integration of technology in teaching should be
implemented in learning environment. Students will pay more attention and have
better understanding to enjoy the learning process.

In Malaysia curriculum, using technology such as CD, computer, software,

projector... is not a common rutine in teaching process. Teachers used to teach
students with this facilities and helped students to achieve learning goal. Among
mathematics teachers in Malaysia, Geometry Sketch Pad is one of the mathematics
software for them to use in their mathematics class room. However, GeoGebra is a
new dynamic mathematical softwares which allows students to continue using it to
learn outside school hours (Reis and Gulsecen, 2010). It is free and can be used in
the mathematics classroom (Hohenwarter, 2010). The findings showed that
GeoGebra act as a supplement to traditional classroom instruction (Saha, Ayub, and
Tarmizi, 2010). Compare to traditional instruction alone, it creates a more effective
learning environment in mathematics classroom. Geogebra helps to furnish their
visual images of mathematical ideas and enable students to learn faster than non-
visual images (Saha, Ayub and Tarmizi, 2010). GeoGebra is free and easy to
integrate in the mathematics classroom (Hohenwarter, 2010).

In summary, technology in learning process is needed in order to achieve

teaching goal. Researcher beliefs that this is in strong connection with the
collaborative learning (computer/ software) towards cognitive skills. Does it develop
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any cognitive skills among the students after learning process from the GeoGebra?
Hence, this research aims to find out the students’ cognitive skills level after using
GeoGebra and defines whether GeoGebra suit as a tool in teaching and learning
process. In this research, GeoGebra is introduced to students as a teaching tool.
Students’ cognitive skills level would be obtained. Facebook is being selected as a
media for students to discuss online due to the offline of GeoGebra. Students do all
the mathematics questions by using GeoGebra and post their works and comments
into the discussion group(Facebook).

1.4 Rationale of Study

Collaborative learning requires teachers and students to adopt an educational

philosophy that focuses on “knowledge building” rather than “knowledge
reproduction” as main learning activity. Students would have better understanding in
practical learning process compare to memorizing. Classroom experiences can be
enhanced by using technology such as class website, blog assignments and mid-term
survey (Hoa, (2007). Using technology to teach mathematics can help in reducing
mathematics anxiety which it is due to failure of cognition or it is transferred from
others (Ye and Pyzdrowski, 2009). They found that before reducing the anxiety, it is
important to avoid the disadvantage situations which cause to the anxiety first. Thus,
using an appropriate technology/ software to target internal and external factors that
contribute to reduce mathematics anxiety is important.

Study of Ada (2009) concluded that there was a positive correlation between
the quality of collaborative process and the quality of cognitive skills fostered when
students use technology (computer/software). She claimed that when high levels of
social interaction and collaboration occur, the establishment of a community of
learning and fostering higher order thinking through co-creation of knowledge
processes would run together. Collaborative learning helps to enhance students’
interest in mathematics (Lin, 2008).
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This research is to investigate whether using GeoGebra as a teaching tool can

help students in applying their knowledge and explore their level of cognitive skills
in the discussions. The finding can provide guidance to the public whether by using
GeoGebra can help students in their learning and achieve the thinking goal.

1.5 Objective of Study

The aim of this study is to investigate student’s cognitive skill in

collaborative learning by using Geogebra. Specifically, the objectives of this study
are as below:

1. To find out the level of the students’ cognitive skills according to Bloom
Taxonomy via GeoGebra.
2. To find out whether GeoGebra as a tool helps in students’ learning
process.

1.6 Research Question

1. What are the levels of cognitive skills among the students?

2. Does GeoGebra as a tool helps in students’ learning process?

1.7 Limitations

This research is only based on the respondents in form four so it may not give
inferences to students in other forms. All samples are taken from a secondary school
and only involve 7 respondens due to the computer shortage in the school. Thus, the
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characteristic of these respondens may not give inferences to secondary students in

the whole of Malaysia.

GeoGebra is generally new to students even they have been taught about the
shapes, circle, algebraic and quadratic in form 2 and form 4 mathematics syllabuses.
As a result, teachers have to spend some time to introduce GeoGebra to students
before the lesson start. Other circumstance is the students who do not have Facebook
account, the researcher needs to help them to register. Facebook is a medium for
students to discuss and give opinion.

Most of the secondary school in Johor state has well wifi supported computer
facilities, but there are some unpredictable factors will affect the research progress.
The factors like:

1. Old version of hardware will limit the speed of networking.

2. Change of weather (raining/ storming) cause the internet connection.
3. Crowed Network connection will cause the delay/failure of data
transmission.

Beside that, respondent plays an important role in the research. Basically,

there are few limitations among the respondents will infect the smoothlyness of the
research, such as the interest of students, students’ participation and time limitation.
Due to the personal interest of each students, high workload in school, tuition class
after school hours and extracurricular activities, most of them are reluctant to spend
time for a new program.

Further more, the whole process of this research have to in good cooperation
with school authority without interrupting daily teaching and learning progress of
students in classes.
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1.8 Definision Of The Terms cocurriculum

A) Collaboration - Generally refers to individuals or organizations ‘working

together’ to address problems and deliver outcomes that are not easily or
effectively achieved by working alone (ARACY, 2009).
B) Collaborative learning – Two or more people learn something together.
Knowledge can be created within the population. The group members actively
interact by sharing their experiences and take park on asymmetry roles
(Wikipedia, 2013).
C) Critical thinking - Defined as a higher-order thinking skill which entails
evaluating arguments, and results in interpretation, analysis, evaluation and
inference (Astleitner, 2002).
D) CSCL - Online environment in which students are required to log on and
communicate and collaborate with each other in studying or solving a problem
(Litz, 2007).
E) Facebook – A social networking website which enables users to connect with
friends, family and relative.
F) Higher Order Thinking – It is a dynamic model of lifelong learning which
requires new knowledge and skills for successful adaptation to a changing world
such as comparing, evaluating, justifying and making inferences (Margaret F.,
2004). It is a concept of education reform based on learning taxonomies such as
Bloom's Taxonomy (Wekipedia, 2011).
G) ICT - Information And Communication Technology which includes any
communication device or application, encompassing: radio, television, cellular
phones, computer and network hardware and software, satellite systems and so
on.
H) GeoGebra - Free and multi-platform dynamic mathematics software for all
levels of education that joins geometry, algebra, tables, graphing, statistics and
calculus. It has received several educational software awards in Europe and the
USA (Hohenwarter, 2010).
I) Problem - A question / difficulty to be considered, solved, or answered.
J) Problem Solving Skills - Mourtos, Okamoto and Rhee (2004) stated the problem
solving skills is:
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1. Are willing to spend time reading, gathering information and defining the
problem.
2. Use a process, as well as a variety of tactics and heuristics to tackle
problems.
3. Monitor their problem-solving process and reflect upon its effectiveness.
4. Emphasize accuracy rather than speed.
5. Write down ideas and create charts / figures, while solving a problem.
6. Are organized and systematic.
7. Are flexible (keep options open, can view a situation from different
perspectives / points of view).
8. Draw on the pertinent subject knowledge and objectively and critically
assess the quality, accuracy, and pertinence of that knowledge / data.
9. Are willing to risk and cope with ambiguity, welcoming change and
managing stress.
10. Use an overall approach that emphasizes fundamentals rather than trying
to combine various memorized sample solutions.
K) Student – A person engaged in study, a learner, a pupil, a scholar, especially, one
who attends a school or who seeks knowledge from professional teachers or
from books.
L) Bloom Taxanomy – Consist six cognitive skills.
Lower order thinking skills- Knowledge, understanding, applying.
Higher order thinking skills - Analyzing, synthesis, valuation.
M) Teacher - A driver, guider, builder, counselor, creator, routine workers,
missionaries and monitors (Sharifah, 2004).