The Impact of GeoGebra on Algebraic Modeling Problem-Solving in Moroccan Middle School Students

Marouane  Moukhliss; Mohamed  Latifi; Brahim  Ennassiri; Abdelouahed  Elmaroufi; Said  Abouhanifa; Naceur  Achtaich

doi:10.36941/jesr-2023-0006

Authors

Marouane Moukhliss Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco
Mohamed Latifi Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco; Center of Training Education’ İnspectors, Morocco
Brahim Ennassiri IR2M laboratory, Hassan 1st University, 26000 Settat, Morocco
Abdelouahed Elmaroufi Laboratory of Applied Sciences and Didactic (LaSAD), Ecole Normale Supérieure, Abdelmalek Essaadi University, Tetouan, Morocco
Said Abouhanifa Centre Régional des Métiers, l’Enseignement et de la Formation (CRMEF), Settat, Morocco
Naceur Achtaich Laboratory of Analysis, Modeling and Simulation (LAMS), Faculty of Sciences Ben M'sik, Hassan II University of Casablanca, P.O Box 7955 Sidi Othman, Casablanca, Morocco

DOI:

https://doi.org/10.36941/jesr-2023-0006

Keywords:

Algebraic modeling, GeoGebra, algebraic thinking, Extra-mathematical problem, Intra-mathematical problem

Abstract

The purpose of this research is to study the effectiveness of the process of modeling with GeoGebra in the development of algebraic modeling skills and to measure the impact of this program on students' interest in solving extra-mathematical and intra-mathematical problems. To achieve these objectives, we used the quasi-experimental design, where the research sample is composed of 56 students (aged 13–14 years old). The methodology consists of comparing the modeling process between an experimental group using the GeoGebra environment and a control group in the traditional environment. The results show a statistically significant difference in the students' average scores between the two groups. Generally, the experimental group that adopted GeoGebra scored higher than the other group. Interest in solving algebraic problems was higher for the experimental group. On the contrary, for the control group, students' interest in extra-mathematical problems was lower than their interest in intra-mathematical problems. On the other hand, there was no difference in the experimental group.

Received: 14 October 2022 / Accepted: 19 December 2022 / Published: 5 January 2023