CLASSROOM MANAGEMENT ENHANCEMENT USING GEOGEBRA IN TEACHING INTERNATIONAL POST-GRADUATE STUDENTS

Abstract

This study aims to explore the role of GeoGebra, an interactive mathematics software, in enhancing multi-national classroom management, specifically in the context of learning mutually exclusive and non-mutually exclusive events. The key research question is how using GeoGebra in probability lessons helps teachers manage a classroom involving international students. This qualitative case study was conducted with a group of 16 students from Malaysia, China, and Japan in the Master of Mathematics Education with Technology programme at a university in Malaysia. During the study, the researchers monitored the participants' learning process as they engaged in collaborative problem-solving sessions using GeoGebra. A specific focus is placed on verbal and non-verbal communication, collaborative engagement, and managing disruptive behaviours. In addition, students' engagement with GeoGebra is recorded by an activity log, which documents the specific tools and features used throughout the problem-solving process. The findings of this study reveal that using Geo-Gebra in the teaching and learning of probability enhances the management of classroom communication, distracted students, class time, and language barriers while promoting students’ engagement with the topic, fostering classroom collaboration, and improving understanding and problem-solving abilities. This study provides insights into creating a more interactive and collaborative learning environment and offers valuable guidance for educators seeking to integrate GeoGebra into the teaching and learning of probability.