Ebert Nhamo Gono


This study explored how dynamic mathematics software package called GeoGebra contributed to participants’ learning and understanding of equations involving modulus functions. The research followed a case study approach with a small group of six participants in a Sixth Form classroom in England. It research focused on participants’ experiences as the used technology to support their understanding of the concept: modulus functions. It highlights how participants used GeoGebra to correct some misconceptions about equations involving modulus functions and also investigate the source of some spurious answers obtained when using algebraic methods to solve the equations. The focus of the study was on how participants utilised GeoGebra to address misconceptions and perceptions about modulus functions. The main research questions that guided this study focused on how participants used GeoGebra to support their understanding of modulus functions and how GeoGebra related and contributed towards their whole learning experiences. The study found that GeoGebra provided a medium of visualisation that linked abstract aspects of modulus functions with graphical illustrations. Conclusion: Working with GeoGebra extended participants’ understanding of modulus functions.


Article visualizations:

Hit counter



GeoGebra; multiple representation; visualisation; modulus functions

Full Text:



Ainsworth, S. (1999). The functions of multiple representations. Computers and Educations

Accessed online: Url: http://www.psychology.nottingham.ac.uk/staff/sea/functions.pdf. Date: 12/07/2013.

Bayazit, I. and Aksoy, Y. (2007). Connecting Representations and Mathematical Ideas with the use of GeoGebra: The Case of Functions and Equations. Ecriyes University: Turkey.

Confrey, J. (1990). What constructivism implies for teaching. In R. B. Davis, C. A. Maher, & N. Noddings (Eds.), Constructivist Views on the Teaching and Learning of Mathematics, Journal for Research in Mathematics Education Monograph, 4, 107-122.

Cordova, D. I., & Lepper, M. R. (1996). Intrinsic Motivation and the Process of Learning: Beneficial Effects of Contextualization, Personalization and Choice. Journal of Educational Psychology, 88(4), 715-730.

Cox, M., Abbott, C., Webb, M (2003). ICT and Pedagogy: A review of the research literature. Coventry/London: Becta / DfES

Dikovic, L. (2009). Applications GeoGebra into Teaching Some Topics of Mathematics at the College Level. ComSIS 6 (2), 191-203.

Dufour-Janvier, B.; Bednarz, N and Belanger, M. (1987). Pedagogical considerations concerning the problem of representation. In C. Janvier (Ed.) Problems of Representation in the Teaching and Learning of Mathematics (pp. 109-122).Lawrence Erlbaum Associates: Hillsade, New Jersey.

Gono, E.N. (2016) The contributions of Interactive Dynamic Mathematics software in probing understanding of mathematical concepts: Case study on the use GeoGebra in learning the concept of modulus functions. A thesis submitted to the faculty of the Institute of Education of the University College London.

Duncan, A. G. (2010) Teachers’ views on dynamically linked multiple representations, pedagogical practices and students’ understanding of mathematics using TI- Nspire in Scottish secondary schools, ZDM Mathematics Education 42:763-774. DOI 10.1007/s11858-010-0273-6

Janvier, C. (1987). Representations and understanding: The notion of function as an example. In C. Janvier (Ed.), Problems of Representations in the Learning and Teaching of Mathematics, 67-73. New Jersey: Lawrence Erlbaum Associates.

Kaput, J. J. (1989). Linking representations in the symbol systems of algebra. In S. Wagner & C. Kieran (Eds.), Research issues in the learning and teaching of algebra, 167- 194. Hillsdale, NJ: LEA.

Mehdiyev, R. (2009). Exploring participants’ learning experiences when using a Dynamic Geometry Software (DGS) tool in a geometry class at a secondary school in Azerbaijan. Thesis submitted for the MSc in Mathematics and Science Education. AMSTEL Institute Universiteit Amsterdam: The Netherlands December 24, 2009

Orton, A. (1983a). Students' understanding of integration. Educational Studies in Mathematics, 14(1), 1-18.

Orton, A. (1983b). Students' understanding of differentiation. Educational studies in mathematics, 14(3), 235-250.

Ozgun-Koca, S. A. (2001). Computer-based representations in mathematics classrooms: The effects of multiple-linked and semi-linked representations on students' learning of linear relationship. Published PhD dissertation. Ohio: Ohio State University.

Panasuk, R. (2010). Three-phase ranking framework for assessing conceptual understanding in algebra using multiple representations, EDUCATION, 131 (4).

Pitts, V. R. (2003). Representations of functions: An examination of pre-service mathematics teachers' knowledge of translations between algebraic and graphical representations. Pittsburg: University of Pittsburgh.

Poppe, P.E. (1993). Representations of Function and the Roles of the Variable. Dissertation Abstracts International, 54-02, 0464.

Powell, A.B.; Francisco, J.M.; and Maher, C.A, (2003). An analytical model for studying the development of learners’ mathematical ideas and reasoning using videotape data. Journal of Mathematical Behaviour, 22, 405-435.

Ruthven, K.; Hennessy, S.; and Deaney, R. (2008). Constructions of dynamic geometry: A study of the Interpretative flexibility of Educational Software in Classroom Practice. Computers in Education Journal, 51 (1) pp. 297-331.

Smith, J.A.; Flowers, P. and Larkin, M. (2012). Interpretive Phenomenological Analysis: Theory, Method and Research. Sage: London.

Tall, D. (1985). Using computer graphics programs as generic organisers for the concept image of differentiation. In L. Streefland (Ed.), Proceedings of the 9th PME International Conference, 1, 105–110.

Yerushalmy, M. (1991). Student perceptions of aspects of algebraic function using multiple representation software. Journal of Computer Assisted Learning, 7, 42-57.

Yerushalmy, M., Schwartz, J.L. (1999) A procedural approach to exploration in calculus. International Journal of Mathematical Education in Science and Technology, 30 (6), 903- 914.

DOI: http://dx.doi.org/10.46827/ejes.v0i0.2049


  • There are currently no refbacks.

Copyright (c) 2018 Ebert Nhamo Gono

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).