Investigation of student’s perception learning calculus with GeoGebra and cycle model
Full Text (PDF)
More Detail
1 College of Natural and Computational Sciences, Department of Mathematics, Hosaena, ETHIOPIA2 University of South Africa, Department of Mathematics education, SOUTH AFRICA* Corresponding Author
Abstract
Learners in the 21st century need technological support in the learning process because of the advancements made in technology for teaching and learning. A GeoGebra-oriented classroom uses one of these technologies that can be implemented in the classroom. The new developed cycle model implemented in the study and explored the effect of using GeoGebra mathematical software on students’ perceptions to using GeoGebra software to learn calculus. A mixed research methodology was employed. In the quantitative part of the study, a closed-ended questionnaires were used by clustering into themes and interview for the qualitative part of the study. The study was conducted at a university in Ethiopia that lasts for four weeks, and the university was selected purposively. The quantitative data were analyzed using SPSS version 27 while the qualitative data were coded into themes and analyzed using computer software ATLAS.ti 9. Students expressed positive perceptions towards the use of GeoGebra for learning differential calculus and 74% of students were satisfied with the preferences of the GeoGebra lesson-oriented course offered in the study while 70% were also interested in scaffolding activities and activities included in the developed model during interventions.
Keywords
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 10, Article No: em2164
https://doi.org/10.29333/ejmste/12443
Publication date: 09 Sep 2022
Article Views: 2030
Article Downloads: 2504
Open Access References How to cite this articleReferences
- Akanmu, I. A. (2015). Effect of GeoGebra package on learning outcomes of mathematics (secondary school) students in Ogbomoso North Local Government Area of Oyo State. https://ggijro2.files.wordpress.com/2015/06/art79.pdf
- Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and student attitudes towards mathematics. International Electronic Journal of Mathematics Education, 3(1), 60-73. https://doi.org/10.29333/iejme/218
- Alabdulaziz, M. S., Aldossary, S. M., Alyahya, S. A., & Althubiti, H. M. (2021). The effectiveness of the GeoGebra programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students. Education and Information Technologies, 26(3), 2685-2713. https://doi.org/10.1007/s10639-020-10371-5
- Alkhateeb, M. A., & Al-Duwairi, A. M. (2019). The effect of using mobile applications (GeoGebra and Sketchpad) on the students’ achievement. International Electronic Journal of Mathematics Education, 14(3), 523-533. https://doi.org/ 10.29333/iejme/5754
- Ally, M., & Wark, N. (2020). Sustainable development and education in the Fourth Industrial Revolution (4IR). Commonwealth of Learning.
- Anthony, G., & Walshaw, M. (2007). Effective pedagogy in mathematics. UNESCO International Bureau of Education.
- Arango, J., Gaviria, D., & Valencia, A. (2015). Differential calculus teaching through virtual learning objects in the field of management sciences. Procedia-Social and Behavioral Sciences, 176(1), 412-418. https://doi.org/10.1016/j.sbspro.2015.01.490
- Arbain, N., & Shukor, N. A. (2015). The effects of GeoGebra on students achievement. Procedia-Social and Behavioral Sciences, 172(1), 208-214. https://doi.org/10.1016/j.sbspro.2015.01.356
- Arslan, S., Kutluca, T., & Ozpınar, I. (2011). Investigating mathematics teacher candidates’ opinions about using information & communication technologies. Cypriot Journal of Educational Sciences, 6(2), 75-82.
- Attard, C. (2012). Engagement with mathematics: What does it mean and what does it look like? APMC, 17(1), 9-13.
- Ayub, A., Sembok, T., & Luan, W. S. (2008). Teaching and learning calculus using computer. In Proceedings of the 13th Asian Technology Conference in Mathematics (pp. 1-10).
- Ayub, Mukhtar, M. Z., Luan, W. S., & Tarmizi, R. A. (2010). A comparison of two different technologies tools in tutoring calculus. Procedia-Social and Behavioral Sciences, 2(1), 481-486. https://doi.org/10.1016/j.sbspro.2010.03.048
- Bedada, T.B., & Machaba, M. F. (2022). The effect of GeoGebra on students’ abilities to study calculus. Education Research International, 2022, 4400024. https://doi.org/10.1155/2022/4400024
- Bekene, T. (2020). Implementation of GeoGebra a dynamic mathematical software for teaching and learning of calculus in Ethiopia. International Journal of Scientific and Engineering Research, 11(9), 838-860. https://doi.org/10.14299/ijser.2020.09.01
- Bos, B. (2007). The effect of the Texas Instrument interactive instructional environment on the mathematical achievement of eleventh grade low achieving students. Journal of Educational Computing Research, 37(4), 351-368. https://doi.org/10.2190/EC.37.4.b
- Bretscher, N. (2014). Exploring the quantitative and qualitative gap between expectation and implementation: A survey of English mathematics teachers’ uses of ICT. In A. Clark-Wilson, O. Robutti, & N. Sinclair (Eds.), Mathematics education in the digital era: An international perspective on technology focused professional development (pp. 43-70). Springer. https://doi.org/10.1007/978-94-007-4638-1_3
- Bruce, B. C., & Hogan, M. P. (1998). The disappearance of technology: Toward an ecological model of literacy. Routledge.
- Bu, L., Mumba, F., Henson, H., & Wright, M. (2013). GeoGebra in professional development: The experience of rural inservice elementary school (K-8) teachers. Mevlana International Journal of Education, 3(3), 64-76. https://doi.org/10.13054/mije.si.2013.07
- Charles-Ogan, & Ibibo, G. (2018). GeoGebra : A technological software for teaching and learning of calculus in Nigerian schools. American Journal of Applied Mathematics and Statistics, 6(3), 115-120.
- Cooney, T. J., & Shealy, B. (1997). On understanding the structure of teachers’ beliefs and their relationship to change. In E. Fennema, & B. S. Nelson (Eds.), Mathematics teachers in transition (pp. 87-109). Lawrence Erlbaum Associates, Inc. https://doi.org/10.4324/9780203053713
- Creswell, J. W. (2009). Research design: A qualitative, quantitative, and mixed method approaches. SAGE.
- Daniels, H. (2001). Vygotsky and pedagogy. The Taylor & Francis e-Library. https://doi.org/10.4324/9780203469576
- Di Martino, P., & Zan, R. (2011). Attitude towards mathematics: A bridge between beliefs and emotions. ZDM-Mathematics Education, 43, 471-482. https://doi.org/10.1007/s11858-011-0309-6
- Dilshad, R. M., & Latif, M. I. (2013). Focus group interview as a tool for qualitative research: An analysis. Pakistan Journal of Social Sciences, 33(1), 191-198.
- Dogan, M., & Icel, R. (2011). The role of dynamic geometry software in the process of learning: GeoGebra example about triangles. International Journal of Human Sciences, 8(1), 1442-1458.
- Durán, A. J., Pérez, M., & Varona, J. L. (2014). The misfortunes of a trio of mathematicians using computer algebra systems. Can we trust in them? Notices of the AMS, 61(10), 1249-1252. https://doi.org/10.1090/noti1173
- Eng, C. K. I. N., Han, C. G. K., & Fah, L. A. Y. Y. (2011). Students’ attitudes to learning mathematics with technology at rural schools in Sabah, Malaysia. ATIKAN, 1(2), 247-262.
- Ernest, P. (1989). The impact of belief on the teaching of mathematics. The State of the Art.
- Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25-39. https://doi.org/10.1007/BF02504683
- Galbraith, P. L., & Haines, C. (1998). Disentangling the nexus: Attitudes to mathematics and technology in a computer learning environment. Educational Studies in Mathematics, 36(1), 275-290. https://doi.org/10.1023/A:1003198120666
- Galvez, S. M., Heiberger, R., & Mcfarland, D. (2020). Paradigm wars revisited: A cartography of graduate research in the field of education(1980-2010). American Educational Research Journal, 57(2), 612-652. https://doi.org/10.3102/0002831219860511
- Gorder, L. M. (2008). A study of teacher perceptions of instructional technology integration in the classroom. The Delta Pi Epsilon Journal, 50(2), 63-76.
- Guba, E. G., & Lincoln, Y. S. (1994). Competing paradigms in qualitative research. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 105–117). SAGE.
- Han, S. Y., & Carpenter, D. (2014). Construct validation of student attitude toward science, technology, engineering, and mathematics project-based learning: The case of Korean middle grade students. Middle Grades Research Journal, 9(3), 27-41.
- Harris, J. L., Al-Bataineh, M. T., & Al-Bataineh, A. (2016). One to one technology and its effect on student academic achievement and motivation. Contemporary Educational Technology, 7(4), 368-381. https://doi.org/10.30935/cedtech/6182
- Hew, K. F., & Brush, T. (2007). Integrating technology into K-12 teaching and learning: Current knowledge gaps and recommendations for future research. Educational Technology, Research and Development, 55(1), 223-252. https://doi.org/10.1007/s11423-006-9022-5
- Hohenwarter, M., Hohenwarter, J., Kreis, Y., & Lavicza, Z. (2008). Teaching and learning calculus with free dynamic mathematics software GeoGebra. In Proceedings of the Research and Development in the Teaching and Learning of Calculus ICME 11 (pp. 1-9).
- Huang, R., Spector, J. M., & Yang, J. (2019). Educational technology: A primer for the 21st century. Springer. https://doi.org/10.1007/978-981-13-6643-7
- Ingram, N. (2015). Students’ relationships with mathematics: Affect and identity [Paper presentation]. The Annual Meeting of the Mathematics Education Research Group of Australasia.
- Jelatu, S. (2018). Effect of GeoGebra-aided REACT strategy on understanding of geometry concepts. Internal Journal of Instruction, 11(4), 325-336. https://doi.org/10.12973/iji.2018.11421a
- Kele, A., & Sharma, S. (2014). Students’ belief about learning mathematics: Some findings from the Solomon Islands. Teachers and Curriculum, 14(1), 33-44. https://doi.org/10.15663/tandc.v14i1.92
- Kivunja, C., & Kuyini, A. B. (2017). Understanding and applying research paradigms in educational contexts. International Journal of Higher Education, 6(5), 26-41. https://doi.org/10.5430/ijhe.v6n5p26
- Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
- Kuhn, T. S. (1996). The structure of scientific revolutions. The University of Chicago Press. https://doi.org/10.7208/chicago/9780226458106.001.0001
- Lasut, M. (2015). Application of information computer-based learning in calculus package learning. International Journal of Scientific and Research Publications, 5(2), 1-4.
- Lavicza, Z. (2010). Integrating technology into mathematics teaching at the university level. ZDM-Mathematics Education, 42(1), 105-119. https://doi.org/10.1007/s11858-009-0225-1
- Leder, G. C., Pehkonen, E., & Törner, G. (2002). Setting the scene. In G. C. Leder, E. Pehkonen, & G. Törner (Eds.), Beliefs: A hidden variable in mathematics education? (pp. 1-10). Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47958-3_1
- Li, Q. (2007). Student and teacher views about technology: A tale of two cities? Journal of Research on Technology in Education, 39(4), 377-397. https://doi.org/10.1080/15391523.2007.10782488
- Liang, H., & Sedig, K. (2010). Computers and education can interactive visualization tools engage and support pre-university students in exploring non-trivial mathematical concepts ? Computers & Education, 54(1), 972-991. https://doi.org/10.1016/j.compedu.2009.10.001
- Maarouf, H. (2019). Pragmatism as a supportive paradigm for the mixed research approach: Conceptualizing the ontological, epistemological, and axiological stances of pragmatism. International Business Research, 12(9), 1-12. https://doi.org/10.5539/ibr.v12n9p1
- Machaba, F., & Bedada, T. B. (2022). University lecturers’ preparedness to use technology in teacher training of mathematics during COVID-19: The case of Ethiopia. South African Journal of Higher Education, 36(1), 171-192. https://doi.org/10.20853/36-1-4560
- Mayer, R. E. (2009). Multi-media learning. Cambridge University Press.
- Mcmillan, J., & Schumacher, S. (2014). Research in education evidence-based inquiry. Pearson.
- Mignotte, M. (1992). Mathematics for computer algebra. Springer. https://doi.org/10.1007/978-1-4613-9171-5
- Morgan, D. L. (2007). Paradigms lost and pragmatism regained: Methodological implications of combining qualitative and quantitative methods. Journal of Mixed Methods Research, 1(1), 48-76. https://doi.org/10.1177/2345678906292462
- Moses, P., Wong, S. L., Bakar, K. A., & Mahmud, R. (2013). Perceived usefulness and perceived ease of use: Antecedents of attitude towards laptop use among science and mathematics teachers in Malaysia. Asia-Pacific Education Researcher, 22(3), 293-299. https://doi.org/10.1007/s40299-012-0054-9
- Mwei, P. K., Wando, D., & Too, J. K. (2012). Secondary school students’ attitudes towards mathematics computer-assisted instruction environment in Kenya. Educational Research and Reviews, 7(9), 207-214. https://doi.org/10.5897/ERR11.296
- National Research Council. (2001). Adding it up: Helping children learn mathematics. National Academy Press.
- Nezhnov, P., Kardanova, E., Vasilyeva, M., & Ludlow, L. (2014). Operationalizing levels of academic mastery based on Vygotsky’s theory: The study of mathematical knowledge. Educational and Psychological Measurement, 75(2), 235-559. https://doi.org/10.1177/0013164414534068
- Nikolopoulou, K., & Gialamas, V. (2015). Barriers to the integration of computers in early childhood settings: Teachers’ perceptions. Education and Information Technologies, 20, 2085-301. https://doi.org/10.1007/s10639-013-9281-9
- Nobre, C. N., Meireles, M. R. G., Vieira, N. Jr., de Resende, M. N., da Costa, L. E., & da Rocha, R. C. (2016). The use of GeoGebra software as a calculus teaching and learning tool. Informatics in Education, 15(2), 253-267. https://doi.org/10.15388/infedu.2016.13
- Ocal, M. F. (2017). The effect of GeoGebra on students’ conceptual and procedural knowledge: The case of applications of derivative. Higher Education Studies, 7(2), 67-78. https://doi.org/10.5539/hes.v7n2p67
- Offermann, P., Levina, O., Schönherr, M., & Bub, U. (2009). Outline of a design science research process. In Proceedings of the 4th International Conference on Design Science Research in Information Systems and Technology (pp. 1-11). https://doi.org/10.1145/1555619.1555629
- Oldknow, A., Taylor, R., & Tetlow, L. (2010). Teaching mathematics using ICT. A&C Black.
- Ozgun-Koca, S. A. (2010). Prospective teachers’ views on the use of calculators with computer algebra system in algebra instruction. Journal of Mathematics Teacher Education, 13(1), 49-71. https://doi.org/10.1007/s10857-009-9126-z
- Papanastasiou, C. (2000). Effect of attitudes and beliefs on mathematics achievement. Studies in Educational Evaluation, 26(1), 27-42. https://doi.org/10.1016/S0191-491X(00)00004-3
- Parker, D. C. (2021). Identifying the challenges rural school officials face while providing safety: An exploratory qualitative study [PhD dissertation, Colorado Technical University].
- Pierce, R., & Ball, L. (2009). Perceptions that may affect teachers’ intention to use technology in secondary mathematics classes. Educational Studies in Mathematics, 71(1), 299-317. https://doi.org/10.1007/sl0649-008-9177-6
- Preiner, J. (2008). Dynamic mathematics software to mathematics teachers: The case of GeoGebra [PhD thesis, University of Salzburg].
- Purnomo, Y. W., Suryadi, D., & Darwis, S. (2016). Examining pre-service elementary school teacher beliefs and instructional practices in mathematics class. International Electronic Journal of Elementary Education, 8(4), 629-642.
- Ranney, M. L., Meisel, Z. F., Choo, E. K., Garro, A. C., Sasson, C., & Morrow Guthrie, K. (2015). Interview-based qualitative research in emergency care part II: Data collection, analysis and results reporting. Academic Emergency Medicine, 22(9), 1103-1112. https://doi.org/10.1111/acem.12735
- Reeves, S., McMillan, S. E., Kachan, N., Paradis, E., Leslie, M., & Kitto, S. (2015). Interprofessional collaboration and family member involvement in intensive care units: Emerging themes from a multi-sited ethnography. Journal of Interprofessional Care, 29, 230-237. https://doi.org/10.3109/13561820.2014.955914
- Richards, J. C., & Schmidt, R. (2002). Longman dictionary of language teaching and applied linguistics. Longman.
- Robutti, O. (2010). Graphic calculators and connectivity software to be a community of mathematics practitioners. ZDM-Mathematics Education, 42(1), 77-89. https://doi.org/10.1007/s11858-009-0222-4
- Rochowicz, J. A. (1996). The impact of using computers and calculators on calculus instruction: Various perceptions. Journal of Computers in Mathematics and Science Teaching, 15(4), 423-435.
- Rohaeti, E. E., & Bernard, M. (2018). The students’ mathematical understanding ability through scientific-assisted approach of GeoGebra software. Journal of Mathematics Education, 7(2), 165-172. https://doi.org/10.22460/infinity.v7i2.p165-172
- Sadeghiyeh, H., Wang, S., Kyllo, H. M., Alberhasky, M. R., Savita, S., Kellohen, K. L., & Wilson, R. C. (2021). On the psychology of the psychology subject pool: An exploratory test of the good student effect. Journal of Individual Differences, 42(1), 30-40. https://doi.org/10.1027/1614-0001/a000327
- Saha, R. A., Ayub, A. F. M., & Tarmizic, R. A. (2010). The effects of GeoGebra on mathematics achievement: Enlightening coordinate geometry learning. Procedia-Social and Behavioral Sciences, 8(1), 686-693. https://doi.org/10.1016/j.sbspro.2010.12.095
- Salvucci, S., Walter, E., Conley, V., Fink, S., & Saba, M. (1997). Measurement error studies at the National Center for Education Statistics. https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97464
- Saunders, M., Lewis, P., & Thornhill, A. (2009). Research methods for business students. Pearson.
- Seberová, A., Göbelová, T., Šimik, O., & Sikorová, Z. (2020). Educational scaffolding in primary education from the perspective of younger-aged school pupils. Pedagogika [Pedagogics], 70(4), 553-568. https://doi.org/10.14712/23362189.2020.1694
- Shadish, W. R., & Luellen, J. K. (2005). Quasi-experimental designs. In B. S. Everitt, & D. C. Howell (Eds.), Encyclopedia of statistics in behavioral science (pp. 1641-1644). John Wiley and Sons. https://doi.org/10.1002/0470013192.bsa521
- Speer, N. M. (2005). Issues of methods and theory in the study of mathematics teachers professed and attributed beliefs. Educational Studies in Mathematics, 58(1), 361-391. https://doi.org/10.1007/s10649-005-2745-0
- Taber, K. S. (2018). The use of Cronbach’s alpha when developing and reporting research instruments in science education. Research in Science Education, 48(6), 1273-1296. https://doi.org/10.1007/s11165-016-9602-2
- Tall, D. (2009). Dynamic mathematics and the blending of knowledge structures in the calculus. ZDM, 41(4), 481-492. https://doi.org/10.1007/s11858-009-0192-6
- Tall, D. (2019). The evolution of calculus: A personal experience 1956-2019. In Proceedings of the Conference on Calculus in Upper Secondary and Beginning University Mathematics (pp. 1-17).
- Tall, D., Smith, D., & Piez, C. (2008). Technology and calculus. In M. K. Heid, & G. M. Blume (Eds.), Research on technology and the teaching and learning of mathematics (pp. 207-258). Research Syntheses. https://doi.org/10.1007/978-1-4757-4698-3_5
- Tatar, E. (2013). The effect of dynamic software on prospective mathematics teachers’ perceptions regarding information and communication technology. Australian Journal of Teacher Education, 38(12), 1. https://doi.org/10.14221/ajte.2013v38n12.6
- Tay, L. Y., Lim, S. K., Lim, C. P., & Koh, J. H. L. (2012). Pedagogical approaches for ICT integration into primary school English and mathematics: A Singapore case study. Australasian Journal of Educational Technology, 28(4), 740-754. https://doi.org/10.14742/ajet.838
- Teddlie, C., & Tashakkori, A. (2009). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. SAGE.
- Teferra, T., Asgedom, A., Oumer, J., W/hanna, T., Dalelo, A., & Assefa, B. (2018). Ethiopian education development roadmap (2018-30). http://planipolis.iiep.unesco.org/sites/planipolis/files/ressources/ethiopia_education_development_roadmap_2018-2030.pdf
- ten Brummelhuis, A., & Kuiper, E. (2008). Driving forces for ICT learning. In J. Voogt, & G. Knezek (Eds.), International handbook of information technology in primary and secondary education (pp. 117-128). Springer. https://doi.org/10.1007/978-0-387-73315-9_7
- Thambi, N., & Eu, L. K. (2013). Effect of students’ achievement in fractions using GeoGebra. SAINSAB, 16(1), 97-106.
- Tharp, R. (1993). Institutional and social context of educational practice and reform. In E. A. Forman, N. Minick, & C. A. Stone (Eds.), Contexts for learnining: Sociocultural dynamics in children’s development (pp. 269-282). Oxford University Press.
- Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 127-146). Macmillan Publishing.
- Tirosh, D., & Graeber, A. O. (2003). Challenging and changing mathematics teaching classroom practices. In Proceedings of the 2nd International Handbook of Mathematics Education (pp. 643-687). Springer. https://doi.org/10.1007/978-94-010-0273-8_22
- Vygotsky, L. (1978). Interaction between learning and developing. In M. Gauvain, & M. Cole (Eds.), Readings on the development of children (pp. 34-40). Scientific American Books. https://doi.org/10.1038/scientificamerican0478-34
- Wassie, Y. A., & Zergaw, G. A. (2019). Some of the potential affordances, challenges and limitations of using GeoGebra in mathematics education. EURASIA Journal of Mathematics, Science and Technology Education, 15(8), 1-11. https://doi.org/10.29333/ejmste/108436
- Windschitl, M., & Sahl, K. (2002). Tracing teachers’ use of technology in a laptop computer school: The interplay of teacher beliefs, social dynamics, and institutional culture. American Educational Research Journal, 39(1), 165-205. https://doi.org/10.3102/00028312039001165
- Yilmaz, C., Altun, S. A., & Olkunc, S. (2010). Factors affecting students’ attidude towards math: ABC theory and its reflection on practice. Procedia-Social and Behavioral Sciences, 2(1), 4502-4506. https://doi.org/10.1016/j.sbspro.2010.03.720
- Young, D. J., Reynolds, A. J., & Walberg, H. J. (1996). Science achievement and educational productivity: A hierarchical linear model. The Journal of Educational Research, 86(5), 272-278. https://doi.org/10.1080/00220671.1996.9941328
- Zainal, Z. (2007). Case study as a research method. Jurnal Kemanusiaan [Humanitarian Journal], 5(1), 1-6.
- Zakaria, E., & Lee, L. S. (2012). Teachers’ perceptions toward the use of GeoGebra in the teaching and learning of mathematics. Journal of Mathematics and Statistics, 8(2), 253-257. https://doi.org/10.3844/jmssp.2012.253.257
- Željka, D., & Trupčević, G. (2017). The impact of using GeoGebra interactive applets on conceptual and procedural knowledge. In Proceedings of the 6th International Scientific Colloquium Mathematics and Children (pp. 1-16).
How to cite this article
APA
Bedada, T. B., & Machaba, M. F. (2022). Investigation of student’s perception learning calculus with GeoGebra and cycle model. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2164. https://doi.org/10.29333/ejmste/12443
Vancouver
Bedada TB, Machaba MF. Investigation of student’s perception learning calculus with GeoGebra and cycle model. EURASIA J Math Sci Tech Ed. 2022;18(10):em2164. https://doi.org/10.29333/ejmste/12443
AMA
Bedada TB, Machaba MF. Investigation of student’s perception learning calculus with GeoGebra and cycle model. EURASIA J Math Sci Tech Ed. 2022;18(10), em2164. https://doi.org/10.29333/ejmste/12443
Chicago
Bedada, Tola Bekene, and M. France Machaba. "Investigation of student’s perception learning calculus with GeoGebra and cycle model". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 10 (2022): em2164. https://doi.org/10.29333/ejmste/12443
Harvard
Bedada, T. B., and Machaba, M. F. (2022). Investigation of student’s perception learning calculus with GeoGebra and cycle model. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2164. https://doi.org/10.29333/ejmste/12443
MLA
Bedada, Tola Bekene et al. "Investigation of student’s perception learning calculus with GeoGebra and cycle model". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 10, 2022, em2164. https://doi.org/10.29333/ejmste/12443