ميزات تكامل الجيوجبرا والجداول الإلكترونيّة مع عمليّات النمذجة خلال الانخراط في أنشطة نمذجة

Abstract

The current research investigates how digital tools integrate with mathematical modeling processes, specifically GeoGebra and spreadsheets. The research sample consisted of 23 prospective mathematics teachers, divided into groups of three to four. These groups engaged in a toothpaste modeling activity; three groups used GeoGebra, and three groups used spreadsheets. Participants’ activities were documented through audio and video recordings, enabling the researcher to analyze technology interaction and integration in detail. The data were analyzed in two stages: the first using the constant comparison method to classify modeling processes according to Blum and Leiß’s cycle (2005). The second stage involves classifying each digital tool’s function using the frameworks developed by Greefrath and Siller (2018) and Villarreal et al. (2018); then, each function was assigned a level based on Shahbari’s (2025) methodology.

The results show that using digital tools was prominent in most modeling processes among the GeoGebra groups. Moreover, the groups that used spreadsheets showed three distinct integration patterns: (1) total integration, where digital tools were used fully in most modeling processes; (2) partial integration, where digital tools were used only in some processes; and (3) the use of digital tools only after the mathematical model had been created. Additionally, the study reveals that the digital functions used in GeoGebra were more advanced than those used in spreadsheets, highlighting GeoGebra’s greater capacity to support complex modeling processes.