GeoGebra Applets as Double Edged Tools for Visualization and Reasoning in Technology Based Mathematics Learning
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Abstract
Although GeoGebra applets are widely used in technology-based mathematics learning, their implementation still faces limitations in optimally supporting students’ visualization and mathematical reasoning. This study aims to analyze their utilization, challenges, and impact on students’ mathematical thinking. A Systematic Literature Review (SLR) was conducted using the Publish or Perish (PoP) application by retrieving articles from Google Scholar and Scopus published between 2020 and 2025, based on predefined inclusion criteria. The review followed the PRISMA framework. Out of 263 identified articles, 20 studies were selected for in-depth analysis. The findings reveal that GeoGebra applets are predominantly implemented in higher education and junior high school contexts, particularly in geometry topics that require strong visual representation. The use of GeoGebra applets contributes positively to students’ conceptual understanding, visualization ability, mathematical reasoning, and higher-order thinking skills (HOTS), especially when integrated with interactive and student-centered learning approaches. However, several challenges remain, including limited technological facilities, varying levels of teacher competence, insufficient student readiness, and the tendency to emphasize technical features over conceptual reasoning. Therefore, this study underscores the importance of designing pedagogical strategies that integrate GeoGebra applets with structured learning activities to explicitly foster students’ mathematical reasoning rather than merely serving as visualization tools.
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