The impact of using mathematical models with GeoGebra software in teaching fractions on the academic achievement and mathematics attitudes of 5th grade students

In this study, the effect of GeoGebra program, which is one of the dynamic geometry software, on the academic achievement of the students and their attitudes towards the mathematics lesson in the teaching of the subject of "Fractions" in the Mathematics lesson was investigated. The study was conducted with 37 students studying in the 5th grade of a public school affiliated with the Ministry of National Education in the Gölbaşı district of Ankara province in the fall semester of the 2020-2021 academic year. The groups were randomly determined, with 18 students in the experimental group and 19 students in the control group, and the study was continued for a total of 20 lesson hours, 5 lesson hours per week. In the research, a semi-experimental method with pre-test – post-test unequalized control group was used. While the lessons in the experimental group were taught with mathematical models prepared with GeoGebra, in the control group, teaching was carried out according to the methods and models suggested by the textbooks, adhering to the existing mathematics curriculum. In the study, a "Achievement Test" consisting of 12 questions developed by the researcher and the "Mathematics Attitude Scale" developed by Aşkar (1986) were applied to the groups as a pre-test and post-test. The data of the study were analyzed using the SPSS 26.0 statistical package program. According to the results of the statistical analysis, it was seen that the lesson taught with the mathematical models prepared with GeoGebra made a significant contribution to the effect of the students' mathematics achievement. In addition, according to the results of the analysis of the data obtained from the mathematics attitude scale, it was determined that the attitude levels towards mathematics of the experimental group and control group students were determined to be equivalent to each other.