DIGITALUSING GEOGEBRA'S TEACHING STRATEGY IN A SECONDARY TECHNICAL SCHOOL: A CASE STUDY WITH REMOTE NON-MANDATORY CLASSES
1 CEEP/TIC - Centro Estadual de Educação Profissional em Tecnologia, Informação e Comunicação (BRAZIL)
2 University of Trás-os-Montes e Alto Douro (PORTUGAL)
2 University of Trás-os-Montes e Alto Douro (PORTUGAL)
About this paper:
Appears in: EDULEARN21 Proceedings
Publication year: 2021
Pages: 3655-3663
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0770
Publication year: 2021
Pages: 3655-3663
ISBN: 978-84-09-31267-2
ISSN: 2340-1117
doi: 10.21125/edulearn.2021.0770
Conference name: 13th International Conference on Education and New Learning Technologies
Dates: 5-6 July, 2021
Location: Online Conference
Dates: 5-6 July, 2021
Location: Online Conference
Abstract:
The COVID-19 pandemic changed the reality of the world, including education, raised a challenging situation for teachers that had in a short time to learn and produce quality material for remote education, even without having experience, training and most of the time without having the necessary infrastructure to fulfill this mission. In Brazil, the suspension of classes in March 2020 left millions of students without access to education. In order to minimize this absence, several teachers in Brazil took the initiative, on their own, to continue promoting classes remotely, for those students what have access to the Internet. This research took place during the non-mandatory remote classes of the mathematical discipline, which used the GeoGebra software for the first time, with a group of High School students from a public school.The research questions are:
1) The use of the GeoGebra in a remote classroom, promote the learning of functions?
2) What are the students' opinions and perceptions about the use of the GeoGebra in math classes as a pedagogical support tool?
The study has a quasi-experimental design: before the intervention, a pre-test was applied to verify the students’ knowledge retained from the previous year of the content of functions, then the intervention with the GeoGebra software was applied to teach of the functions and after the intervention a post-test and a questionnaire about the students’ opinions and perceptions were applied. The methodology followed a quantitative analysis of the results of the pre-test and post-test and a qualitative analysis of the questionnaire answered by the students. The results showed an improvement of 75.5% in the general learning of the class comparing the pre-test and post-test. In addition, 88.9% of students considered that the use of GeoGebra contributed to increase their interest in the subject taught. Due to the context addressed in this research, it is not possible to generalize the results, but the results presented were promising in the use of GeoGebra in remote education as a pedagogical support tool capable of contributing to the improvement of learning.