Classroom-based Experiences in Integrating GeoGebra: A Meta-synthesis

Abstract

This study aimed to synthesize classroom-based experiences of teachers and students in integrating GeoGebra into mathematics instruction. GeoGebra, a dynamic mathematics software, has gained attention for enabling interactive and exploratory learning of mathematical concepts. Using a qualitative meta-synthesis research design, the study systematically analyzed existing qualitative research on high school classroom experiences with GeoGebra integration. Academic databases including Crossref, Google Scholar, PubMed, Scopus, and OpenAlex were searched, and study selection followed the PRISMA guidelines. The Critical Appraisal Skills Programme (CASP) checklist was applied to assess the quality and relevance of the included studies. From an initial pool of 2,736 studies, twelve met the inclusion criteria and were synthesized. Thematic analysis revealed four major themes: (1) classroom-based support in GeoGebra integration, (2) GeoGebra as an explorative and engaging learning environment, (3) enhancement of mathematical thinking skills, and (4) students’ personal growth and teachers’ professional development. These themes were unified under the meta-theme GeoGebra Integration: Transforming Classroom Learning Experiences. Despite implementation challenges, findings indicate strong teacher enthusiasm and a shift toward technology-enhanced pedagogies that foster deeper conceptual understanding. The study highlights GeoGebra’s transformative potential in supporting mathematical thinking, personal growth, and 21st-century skills, and recommends further long-term and mixed-methods research across diverse educational contexts.