Enhancing students’ understanding of quadrilateral properties through GeoGebra-based instruction

Abstract

Understanding geometric properties is fundamental to mathematical reasoning, yet persistent misconceptions in students’ classification of quadrilaterals remain a significant concern. Although physical manipulatives and dynamic geometry software have been widely examined, limited research has investigated their integrated use within a structured pedagogical framework to promote inclusive classification and deeper conceptual understanding. This study addresses this gap by exploring the impact of combining physical manipulatives with dynamic geometry software on students’ understanding of quadrilateral properties. An eight-hour intervention was implemented using a quasi-experimental pretest-posttest design with a single group of students. The instructional sequence consisted of an initial phase involving hands-on exploration with physical artefacts, followed by digital investigation through dynamic representations. Findings revealed a statistically significant improvement in students’ ability to classify and reason about quadrilaterals, indicating enhanced conceptual understanding and active engagement. The study demonstrates that integrating tangible and digital tools strengthens geometric reasoning and supports inclusive mathematical thinking. These findings offer important implications for the design of technology-enriched geometry instruction and highlight the need for more rigorous experimental research.

Keywords: Conceptual understanding; dynamic geometry; geometry education; manipulatives; quadrilaterals