GeoGebra: A Mediating Artifact to Minimize Students’ Misconceptions in Learning Function Concepts

The quadratic function concept is the most significant but problematic to teach. Thus, it needs further consideration in order to provide the maximum benefit to students. The recently revised EGECF believes in integrating technology into teaching and learning to cope with 21st-century advancements. GeoGebra is the most important mathematical software that joins two pillars of mathematics representation i.e. geometry and algebra. This study investigated the effect of GeoGebra software on overcoming students’ misconceptions and attitudinal change in learning the quadratic function concepts. The study used a quasi-experimental, non-equivalent control group design, and sequential explanatory method to compare performance between grade nine students in two groups. The population for this study consisted of 473 9th-grade students in nine classrooms in two secondary schools of Worabe Town Administration (WTA), Ethiopia. The schools were repeatedly scored low in national examinations. Two samples of sizes n = 42 (experimental) and n = 45 (control) groups which are intact classrooms drawn randomly from classrooms in the two schools. The study was guided by activity theory and conducted in 2022/23. Pre-test/post-test, questionnaire, and interview were used to collect data. The findings of the study revealed that pre-test scores for both groups were comparable at the outset by determining the baseline knowledge since T (85) = 0.0135 and the p-value 0.81077 is greater than 0.05. The result of the post-test indicated that GeoGebra software has an important role in reducing students’ misconceptions of concepts in quadratic functions. Besides, students had a positive attitude towards the GeoGebra applet. Moreover, the study showed that the application reduces teachers’ and students’ efforts on routine and procedural tasks to strategic and conceptual aspects. Hence, the study recommended that mathematics teachers be introduced to the software and experience its effects on themselves and their students. Furthermore, concerned bodies must take the initiative to incorporate GeoGebra software into the curriculum, teacher education programs, and in-service courses for mathematics teachers. This study has potential limitations and suggests comprehensive studies using other mathematics topics, far larger randomized sample sizes, at different schools of different composition and socio-economic status, which reflect the entire zone, region, or country level.