Elevenes bruk av GeoGebra i matematikkundervisningen : En undersøkelse om elevers interaksjon med brukergrensesnittet i dynamisk geometri

Abstract

This master thesis is about pupils' use of and interaction with the GeoGebra user interface in mathematics education. I want investigate different solution paths and any mistakes and misunderstandings among students using this digital device. My research question is: How do the pupils interact with the user interface to solve mathematical problems in GeoGebra? That implies the following sub-questions: Which functionalities like for example tools, symbols and menu choices in the program do the pupils choose to solve the problems? How do the pupils choose a certain tool? How do the pupils use a certain tool? Which problems do the pupils have while using the program? How can the user interface, lectures or the mathematical problems possibly be modified to facilitate better usage for the pupils? I apply theory and previous research on ICT usage in Norwegian schools and on mathematical understanding, as well as an overview of Human Computer Interaction (HCI) and especially usability testing. In addition, I highlight different learning perspectives and inquiry to analyze students' use of the user interface in digital tools. The survey is based on part of a class in a junior high school in southern Norway. A total of twelve students divided into four groups participated. The data was collected by me recording the students´ screens, as well as audio and webcam, and with these recordings I analyze how the students solve different problems using GeoGebra. Among the results, it can be mentioned that many different solution strategies were found. The students experienced some difficulties with the use of GeoGebra and especially with the use of advanced tools. Nevertheless, the students had less trouble figuring out how to use the program than I expected before the survey. The students showed an intuitive use of GeoGebra and inquiry. For the purpose of facilitating the use of GeoGebra, I present some recommendations and possibilities regarding how one can change the user interface and problems. In addition, I consider what introduction the students should receive about the program before the lecture and the extent to which the teacher will guide the students during the lecture. It seems obvious that the students show better understanding of the program when they use inquiry and thus explore the program on their own