The use of geogebra software in computer-assisted mathematics education: A systematic literature study

This study aims to systematically examine scientific research conducted up to September 2024 regarding the use of GeoGebra software in computer-assisted mathematics instruction. Computer-assisted instruction enables students to transform abstract mathematical concepts into more concrete and visual forms. In this context, GeoGebra, one of the most widely used software tools, offers significant contributions to the teaching and learning process. Comprehensive analyses of GeoGebra's role in education not only help enhance instructional quality but also allow for a deeper understanding of the software's pedagogical potential. Within the scope of this research, the document analysis method, a qualitative research approach, was employed, incorporating both bibliometric analysis and systematic literature review methods. Accordingly, a bibliometric analysis was conducted on 285 articles retrieved from the Web of Science database using the keyword "GeoGebra," with subsequent filtering based on article type, field of education, and language (Turkish or English). The analysis revealed a steady increase in publications between 2015 and 2024. In terms of the number of publications, Turkey, the United States, and Serbia ranked as the top three countries. The majority of the publications were affiliated with Dicle University, Johannes Kepler University, and the University of Novi Sad. From the bibliometric dataset, 55 articles originating from Turkey were selected for in-depth analysis. The systematic literature review showed that most of the examined studies adopted qualitative research methods, particularly case study designs, and frequently used interviews and tests as data collection tools. Regarding the subject areas, the studies mostly focused on mathematics, geometry, or a combination of both. Most of the publications were written in English. Notably, there was a marked increase in research during 2022, likely influenced by the impact of the COVID-19 pandemic. In terms of participant profiles, pre-service mathematics teachers were the most commonly studied group. The findings indicate that the use of GeoGebra contributes to the development of problem-solving skills, mathematical thinking, and spatial abilities, and also enhances students' interest and motivation toward mathematics courses. The results suggest that GeoGebra is an effective tool for supporting both cognitive and affective learning outcomes in mathematics education. Furthermore, the findings point to the potential for more effective integration of GeoGebra into future instructional practices. This study aims to contribute to the literature on the effectiveness of GeoGebra in education and to guide future research in the field.