The Effects of GeoGebra On Third Grade Primary Students’ Academic Achievement in Fractions

Mehmet Bulut; Hanife Ünlütürk Akçakın; Gürcan Kaya; Veysel Akçakın

Mehmet Bulut, Hanife Ünlütürk Akçakın, Gürcan Kaya, Veysel Akçakın

Article Type: Research Article
International Electronic Journal of Mathematics Education, 2016 - Volume 11 Issue 2, pp. 347-255
Published Online: 01 Mar 2016
Article Views: 5325 | Article Download: 4482
Open Access Full Text (PDF)

AMA 10th edition

In-text citation: (1), (2), (3), etc.
Reference: Bulut M, Akçakın HÜ, Kaya G, Akçakın V. The Effects of GeoGebra On Third Grade Primary Students’ Academic Achievement in Fractions. Int Elect J Math Ed. 2016;11(2), 347-255.

APA 6th edition

In-text citation: (Bulut et al., 2016)
Reference: Bulut, M., Akçakın, H. Ü., Kaya, G., & Akçakın, V. (2016). The Effects of GeoGebra On Third Grade Primary Students’ Academic Achievement in Fractions. International Electronic Journal of Mathematics Education, 11(2), 347-255.

Chicago

In-text citation: (Bulut et al., 2016)
Reference: Bulut, Mehmet, Hanife Ünlütürk Akçakın, Gürcan Kaya, and Veysel Akçakın. "The Effects of GeoGebra On Third Grade Primary Students’ Academic Achievement in Fractions". International Electronic Journal of Mathematics Education 2016 11 no. 2 (2016): 347-255.

Harvard

In-text citation: (Bulut et al., 2016)
Reference: Bulut, M., Akçakın, H. Ü., Kaya, G., and Akçakın, V. (2016). The Effects of GeoGebra On Third Grade Primary Students’ Academic Achievement in Fractions. International Electronic Journal of Mathematics Education, 11(2), pp. 347-255.

MLA

In-text citation: (Bulut et al., 2016)
Reference: Bulut, Mehmet et al. "The Effects of GeoGebra On Third Grade Primary Students’ Academic Achievement in Fractions". International Electronic Journal of Mathematics Education, vol. 11, no. 2, 2016, pp. 347-255.

Vancouver

Abstract

The aim of this study is to examine the effects of GeoGebra on third grade primary students’ academic achievement in fractions concept. This study was conducted with 40 students in two intact classes in Ankara. One of the classes was randomly selected as an experimental group and other for control group. There were 19 students in the experimental group, while 21 students in control group. The matching- only posttest- only control group quasi-experimental design was employed. As a pretest, student’s first term mathematics scores were used. Data were collected with post-test about fractions. The post-test consisted of 22 short ended questions. Thanks to the scores weren’t violated the normality, independent t test was employed. The findings of the study showed that there were significant differences in favor of the experimental group. According to findings of this study, it was recommended that GeoGebra supporting teaching methods can be used on teaching fractions in third grade.

Keywords

third grade fractions geogebra achievement

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