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Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms

In: Mathematics Education in Africa

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  • Abdoul Massalabi Nouhou

    (Abdou Moumouni University)

Abstract

The current study discusses the implications of the Fourth Industrial Revolution (4IR) on mathematics education. This chapter examines the challenges in mathematics learning faced by students in the Niger Republic during the 4IR. We are particularly interested in strategies for solving mathematical function problems within the GeoGebra environment during higher secondary school mathematics classes. The theoretical framework of this study was built from theories of semiotic registers of representation and semiotic mediation of an artefact to the accomplishment of mathematical tasks through GeoGebra. The quasi-experimental method with a non-equivalent control group was used in this research. The students of class 1 (SC1) do not master the features of GeoGebra related to learning mathematical functions, while the students of class 2 (SC2) do master them. The results show that SC1 have difficulties performing algebraic treatments adapted to the GeoGebra environment compared to those of SC2. Both levels have difficulties in using the full didactic potential of GeoGebra relating to treatments and conversions between registers. These results show that integrating GeoGebra into mathematics teaching and learning will require greater student efforts.

Suggested Citation

  • Abdoul Massalabi Nouhou, 2022. "Integration of GeoGebra in Teaching and Learning of Mathematics in the Niger Republic Classrooms," Springer Books, in: Brantina Chirinda & Kakoma Luneta & Alphonse Uworwabayeho (ed.), Mathematics Education in Africa, chapter 0, pages 211-226, Springer.
    • Handle: RePEc:spr:sprchp:978-3-031-13927-7_13
    DOI: 10.1007/978-3-031-13927-7_13
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