| dc.description.abstract | The graphing calculator (GC) is a proper device that brings ICT in the mathematics classroom, but due to several drawbacks, it is wise that we try to find better tools. This study focusses on GeoGebra (GGB) as a possible replacement of it, and therefore an experiment was set up in order to find out what the transition to GeoGebra on graphical-numerical assessments does to three aspects: test scores, opinions and formation of conceptual processes (instrumental genesis). In six classes, an intervention of three lesson took place where students learned to work with GeoGebra and made tests with one of the two tools. An analysis on differences between the tools on the three different aspects turned out that students’ test scores were at least as good in the case that students made the test with GeoGebra. Furthermore, students liked the graphing calculator better because they were more used to it, but it turned out that they became more positive about GeoGebra when they used the program more often. Also, zooming functions, all answers in one screen, and the greater amount of freedom in the program, appeared to be substantial advantages of GeoGebra. Therefore, we can say that GeoGebra has a lot of potential and that the use of it in classrooms is recommended. | |
