The Impact of GeoGebra Integration on Visualization and Problem-Solving Skills in Mathematics: A Narrative Literature Review
DOI:
https://doi.org/10.7719/irj.v27i1.1036Keywords:
GeoGebra, Visualization Skills, Problem-Solving, Socio-demographic Variables, Mathematics Pedagogy, Spatial Reasoning, Educational TechnologyAbstract
The integration of Dynamic Mathematics Software (DMS), specifically GeoGebra, has fundamentally altered the pedagogical landscape of mathematics education. This narrative literature review synthesizes current research regarding the efficacy of GeoGebra in enhancing visualization and problem-solving skills among students. By analyzing meta-analyses and individual quasi-experimental studies, this paper establishes that while GeoGebra offers significant advantages (with an effect size of approximately g = 1.07) over traditional methods, its effectiveness is moderated by educational level and participant context rather than simple intervention duration. Furthermore, this review investigates the causal role of socio-demographic variables—including age, sex, parental education, and technological access—on learning outcomes. Findings suggest that GeoGebra acts as a cognitive scaffold, facilitating multi-representational thinking and active exploration. The paper concludes with a translational research framework for implementing these findings in diverse classroom environments.
References
Alabdulaziz, M. S., Aldossary, S. M., Alyahya, S. A., & Althubiti, H. M. (2021). The effectiveness of the GeoGebra programme in the development of academic achievement and survival of the learning impact of the mathematics among secondary stage students. Education and Information Technologies, 26(3), 2685-2713. https://doi.org/10.1007/s10639-020-10371-5
Alasmari, T. (2020). The effect of screen size on students’ cognitive load in mobile learning. Journal of Education, Teaching and Learning, 5(2), 280-295. DOI:10.26737/jetl.v5i2.2203
Andriani, P., & Handayani, R. (2026). The effect of problem based learning (pbl) assisted by geogebra on mathematical problem solving ability. Hipotenusa Journal of Research Mathematics Education (HJRME), 9(1), 76-92. https://journal.uml.ac.id/index.php/HT/article/view/4541
Published
Issue
Section
License
Copyright (c) 2026 Syra Mae P. Montero, Marifer B. Santa, Anne Bernadette B. Montenegro
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Open Access. This article, published by JPAIR Multidisciplinary Research, is licensed under a Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). You are free to share (copy and redistribute the material in any medium or format) and adapt (remix, transform, and build upon the material). Under the following terms, you must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes.
