MATHEMATICS CONCEPT BUILDING WITH DIDACTIC GAMES IN A GEOGEBRA-EMPOWERED ENVIRONMENT![](https://zbornikradova.uf-pz.net/wp-content/uploads/2022/01/pdf-logo-244x300.png)
Ljajko Eugen Š.a, Pavličić Zlatka O.b, Ljajko Mejrima Š.c
acUniversity of Priština – Kosovska Mitrovica, Faculty of Science and Mathematics
bAcademy of Vocational Studies Southern Serbia, Department of the High School for Teachers – Bujanovac
e-adresa: eugen.ljajko@pr.ac.rs, zlatka.pavlicic@gmail.com, mejrima.ljajko@pr.ac.rs
e-adresa: eugen.ljajko@pr.ac.rs, zlatka.pavlicic@gmail.com, mejrima.ljajko@pr.ac.rs
jezik rada: engleski
vrsta rada: originalni naučni članak
DOI: 10.5937/obrvas18-48143
objavljen u SCIndeksu: 25.01.2024.
vrsta rada: originalni naučni članak
DOI: 10.5937/obrvas18-48143
objavljen u SCIndeksu: 25.01.2024.
Summary
In this study, we examine how GeoGebra software can be used for organizing a game-based learning environment and its impact on fraction concept building and the pupils’ understanding of the concept. The learning/instruction process was organized in two groups of 9 to 10 years old pupils. The experimental group was offered GeoGebra game-like appletsand the learning process was based on them. The control group pupils learned the same subject material in a more traditional fashion. Pupils’ understanding of the conceptwasassessed using results of regular tests they enrolled in the same environments they were learning. According to the results, the experimental group pupilsdemonstrated better understanding of the concepts, and the difference is statistically significant. This implies that GeoGebra softwarecombined with the game-based learning can givebetter results in building and understanding fractions at initial stages.
Key word: GeoGebra, fractions, game-based learning, concept building
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