Enhancing Geometry Learning with GeoGebra: A Study

Abstract

This study investigates the integration of GeoGebra software and various digital technologies, including augmented reality (AR), virtual reality (VR), and 3D printing, into geometry courses for future mathematics teachers at the Faculty of Education, University of Ostrava. Conducted over two years using a design-based research (DBR) approach, the study involved first- and second-year students training to become primary school mathematics teachers. The primary objectives were to enhance conceptual understanding, improve spatial reasoning, develop algorithmic and critical thinking, and reduce reliance on formal knowledge through a combination of traditional and digital methods. The teaching model was iteratively developed and refined based on continuous feedback and evaluation. Initial activities combined traditional "pencil and paper" techniques with GeoGebra's dynamic capabilities. Advanced features, including GeoGebra applets, AR, VR, and 3D printing, were progressively incorporated to provide more immersive and interactive learning experiences. Data were collected via questionnaires, classroom observations, and reflective journals, offering comprehensive insights into student engagement and learning outcomes. Findings indicate that integrating GeoGebra and digital technologies significantly enhances student engagement, motivation, and understanding of geometric concepts. Students demonstrated improved spatial reasoning and algorithmic thinking, and future teachers gained valuable skills for creating interactive and effective learning environments. Challenges included initial resistance to digital tools and the need for continuous adaptation based on feedback. The study concludes that incorporating GeoGebra and digital technologies into geometry education can transform traditional teaching methods, making lessons more interactive, engaging, and effective. Future research should focus on long-term retention of geometric concepts, larger and more diverse sample groups, and further integration of advanced digital features and cross-disciplinary applications. This innovative approach holds significant potential for enhancing geometry education and preparing future educators with practical, modern teaching strategies.