Geogebra Supported Multiple Representations to Enhance Representational Skills in Calculus

Abstract

The advents of multiple interface technologies have made mathematical concepts accessible to students. However, the integration of these technologies into mathematics classroom in Ethiopian universities is at its infant stage. The primary focus of this study was designed to delineate the potential impact of GeoGebra supported multiple representations on students’ abilities and levels of representations implementation in calculus learning. Mixed method with pretest and posttest quasi experimental design of non-equivalent groups was implemented. Three intact groups of first year first semester of social science students were formed. The groups were taught with GeoGebra supported multiple representations (MRT), multiple representations (MR) and conventional (CG) approaches. Pretest and posttest on representation implementation were administered. Analysis of Covariance (ANCOVA) and structure of observed learning outcome (SOLO) model were used to compare and level students’ score. The ANCOVA result reveals that there was no significant difference among the groups on the adjusted mean of the posttest after controlling the pretest (F (2, 160) = .94, P = .391, Partial   =.012). According to the SOLO model, majority of students of each group was in the multi-structural level (87% of the MRT, 61% of the MR and 70% of the CG).This result informs that students failed to get benefit from the synergetic power  of multiple representations. Interview result confirmed that representations implementation is characterized by nature of the problem and solution purpose. It is recommended that further research is required with different participants to generalize to the entire population.