The results show that teaching differential equations with GeoGebra is more efficient in terms of conceptual knowledge than the conventional method. These participants have different mathematical thinking styles (MTS): visual, analytic, and integrated. The subjects of this research were 35 and 32 students for the experimental and control group, respectively of 12th grade at a government school, west of Morocco, in the academic year 2020-2021. The second objective is to see how the students interact with a Geogebra environment according to their styles of mathematical thinking.
The first objective is to examine the impact of the use of Geogebra on the students’ understanding of differential equations. Geogebra is a dynamic mathematical software uniting geometry, algebra and differential calculus. In mathematics, a differential equation uses important mathematical concepts like function, derivative, integral, etc. This study provides suggestions as interventions for increasing student achievement. Moreover, learning mathematics with the help of GeoGebra allows for an active interaction between teachers and students. Even though the use of GeoGebra is time consuming, teaching by using the software can render the students’ learning process increasingly active. This software is user-friendly and can relieve the teachers’ burden in explaining functions. GeoGebra can illustrate mathematical concepts and procedures well through visuals and graphs, which considerably aid students in mastering and understanding concepts and procedures pertaining to functions and limit functions. Research outcomes also showed that teachers and students approved the use of GeoGebra in the teaching and learning of mathematics.
Significant differences were found in student achievements in relation to the topics of functions and limit functions according to their group type. Data were analysed using the software ANATES 4 and SPSS 24.0. The experimental study was conducted on 80 Form Two students, 40 of whom comprised the treatment group and 40 formed the control group. A quasi-experiment was conducted to determine the effects of using the software GeoGebra as teaching aid on the achievement of Form Two students.