Mathematics concept building with didactic games in a GeoGebra-empowered environment

Abstract

In this study, we examine how GeoGebra software can be used for organizing a game-based learning environment and its impact on fraction concept building and the students’ understanding of the concept. The learning/instruction process was organized in two groups of 9 to 10 years old students. The experimental group was offered GeoGebra game-like applets and the learning process was based on them. The control group students learned the same subject material in a more traditional fashion. Students’ understanding of the concept was assessed using results of regular tests they enrolled in the same environments they were learning. According to the results, the experimental group students demonstrated better understanding of the concepts, and the difference is statistically significant. This implies that GeoGebra software combined with the game-based learning can give better results in building and understanding fractions at initial stages.