The impact of using GeoGebra interactive applets on conceptual and procedural knowledge

This work deals with the impact of using digital textbooks consisting of GeoGebra interactive applets on students' conceptual and procedural knowledge in mathematics. The authors propose the model of computer-guided discovery learning by using dynamic geometry software which includes three basic elements: learning objects, tasks for students and learning outcomes. The model is primary based on the theory of constructivism, Pólya’s heuristic strategy and Schoenfeld’s problem-solving model. The experimental research plan with experimental and control groups was used and there were 703 students in twelve elementary schools in Croatia participating in the research. The experimental group of students was taught by the model of computer-guided discovery learning and the control group of students was taught by teachers using traditional teaching methods. The covariance analysis determined the impact of the model of computer-guided discovery learning on students' conceptual and procedural knowledge and the results have shown statistically significant differences between the groups in favor of the experimental group. The qualitative and quantitative analysis of students' and teachers' questionnaires and forum discussions was used to assess their attitudes towards the proposed learning model. The importance of teachers’ experience in teaching using this model has also been noted. This learning model indicates the potential of computers and dynamic geometry software GeoGebra for scaffolding support in learning mathematics.