Improving Algebraic Fluency through Automated Feedback: A Classroom Study on the Use of Ruffini's Rule with GeoGebra.

Saved in:

Bibliographic Details
Title:	Improving Algebraic Fluency through Automated Feedback: A Classroom Study on the Use of Ruffini's Rule with GeoGebra.
Authors:	Trocado, Alexandre¹ mail@alexandretrocado.com, dos Santos, José Manuel² dossantos@uc.pt, Houghton, Tony³ ajh249@gmail.com, Lavicza, Zsolt³ zsolt.lavicza@jku.at
Source:	International Journal for Technology in Mathematics Education. Mar2026, Vol. 33 Issue 1, p7-16. 10p.
Subject Terms:	Educational technology, Mathematics education, Algebra, Secondary education, Mathematics software
Abstract:	This study explores the impact of automated feedback in GeoGebra on students' learning of Ruffini's Rule, a polynomial division algorithm. A quasi-experimental design was implemented with two 10th-grade classes in a private Portuguese school. One group used a GeoGebra application offering immediate feedback, while the control group received traditional instruction. Both groups completed pre- and post-tests, and the experimental group also answered a perception questionnaire. Results show that students who used the feedback-enabled tool demonstrated greater improvement in solving polynomial division problems. Their feedback highlighted the benefits of real-time error correction and increased engagement, although some students noted difficulties with the interface and reduced peer interaction. These findings suggest that automated feedback can enhance procedural fluency and autonomy in learning algebra. The study contributes practical insights for mathematics educators seeking to integrate technology meaningfully in secondary classrooms. [ABSTRACT FROM AUTHOR]
	Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	This study explores the impact of automated feedback in GeoGebra on students' learning of Ruffini's Rule, a polynomial division algorithm. A quasi-experimental design was implemented with two 10th-grade classes in a private Portuguese school. One group used a GeoGebra application offering immediate feedback, while the control group received traditional instruction. Both groups completed pre- and post-tests, and the experimental group also answered a perception questionnaire. Results show that students who used the feedback-enabled tool demonstrated greater improvement in solving polynomial division problems. Their feedback highlighted the benefits of real-time error correction and increased engagement, although some students noted difficulties with the interface and reduced peer interaction. These findings suggest that automated feedback can enhance procedural fluency and autonomy in learning algebra. The study contributes practical insights for mathematics educators seeking to integrate technology meaningfully in secondary classrooms. [ABSTRACT FROM AUTHOR]
ISSN:	17442710
DOI:	10.1564/tme_v33.1.02