Visual Algebra Learning for Students with Dyscalculia Through GeoGebra

Abstract

In this article, an attempt is made to describe the dynamic properties of rapidly growing mathematical software GeoGebra, designed for teaching and learning algebraic identities while linking its relationship to geometry.  This article follows a descriptive research design. GeoGebra can be utilized as a means of remedial teaching strategies to teach children with learning disabilities, specifically dyscalculia. It is observed in various studies that students who have trouble learning are known to struggle with a wide range of mathematical skills and operations. Several studies revealed that GeoGebra could be used in inclusive classrooms to assist students with dyscalculia. Against this backdrop, in the present article, some examples of algebraic quantities are presented with steps involved in using geometric concepts in GeoGebra. Again, as geometric shapes are easier to understand for students than numbers, this strategy will likely help learners with dyscalculia understand the fundamentals of algebraic calculations. Furthermore, this strategy may assist children with dyscalculia to explore how different kinds of branches, such as algebra and geometry, are inextricably linked; also, it will inspire them to learn other geometric forms, such as the square and cube.