Impact of using GeoGebra on students’ conceptual and procedural knowledge of limit function

Abstract

The purpose of the study was to identify the effect of using GeoGebra on conceptual and procedural knowledge of limit function according to group and ability. The study involved students from a high school in Riau, Indonesia. A total of 138 students were in the treatment group and 146 students were in the control group. Data were collected using the conceptual and procedural test of limit function. T-test and two-way ANOVA were employed with the Statistical Package for the Social Sciences (SPSS) 19.0. The findings of the study showed significant differences in students’ conceptual and procedural knowledge based on student groups and ability. The findings present implications in the field of education that promote the use of GeoGebra as a means of improving students’ knowledge in mathematics.