International Journal of
Information and Education Technology

Abstract—In confronting the challenge of effectively integrating technology into mathematics education, this study investigates the impact of GeoGebra, an interactive learning tool, on enhancing the understanding of geometry among high school students. Through a rigorous mixed-methods approach, involving 150 students segmented into control and experimental cohorts, this research meticulously assesses the differential outcomes attributable to GeoGebra engagement. Notably, our findings illuminate a significant augmentation in the experimental group’s grasp of geometric concepts, with a pronounced improvement in correlating algebraic and graphical representations of trigonometric functions. This advancement was not merely academic, it corresponded with elevated levels of student engagement and performance. Beyond the anticipated benefits of interactive tools in educational settings, our study contributes novel insights into the specific advantages of GeoGebra within the STEAM curriculum. The results advocate for a more pronounced integration of technology-enhanced learning environments in educational systems, aiming to not only enrich students’ learning experiences but also to prepare them more effectively for the complexities of modern scientific and mathematical problem-solving.

Keywords—education, geometry, interactive learning environment, mathematics, pedagogics

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Cite: Makpal Dildabayeva and Lyazzat Zhaydakbayeva, "Enhancing Geometry Teaching in STEAM Education with Interactive Learning Environments," International Journal of Information and Education Technology vol. 14, no. 9, pp. 1239-1251, 2024.

Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).