The effects of teaching with dynamic geometry software geogebra on 8th grade students' conceptual understanding and permanence in linear equati̇ons and slope

The purpose of this study is to determine the effect of using dynamic geometry software GeoGebra for teaching "Linear Equations and Slope" on 8th grade students' conceptual understanding and permanence. This study was conducted with a quasi-experimental method used a pre-test and a post-test with a control group. This experimental study was conducted in the second semester of 2016-2017 academic years with 52 eighth grade students in total (25 for experimental group, 27 for control group) in Kütahya province. While GeoGebra supported teaching was carried out in the experimental group, current curriculum teaching was applied to the control group. "Conceptual Understanding Test (CUT)" consisting of 38 questions with open ended, multiple choice and gap filling was used as data collection tool. The CUT was implemented to groups as a pre-test and post-test before and after the experimental application. The CUT was also implemented as a retention test seven weeks after the posttest to determine the permanence of learning. Data were analyzed with SPSS-17.0 packet program using independent samples t-test, paired samples t-test, ANCOVA, Mann-Whitney U-test and Wilcoxon signed-rank test. As a result of the research, it was determined that GeoGebra supported instruction carried out in the experimental group had a significant large effect on the conceptual understanding and permance in learning according to the traditional teaching in the control group.