ISSN: 2226-6348
Open access
With the growing significance of technology-based education and the advancements in Computer Algebra and Dynamic Geometry systems, automated tools for interactive learning have attracted significant attention. Nonetheless, the scarcity of interactive open-source online tools for geometric construction problems that offer feedback has hindered their wider implementation within the educational system. The primary reason for this absence is that geometric construction problems necessitate a constructed object as a solution rather than a numerical one. This feature renders the evaluation of geometric construction problems to be particularly challenging for machine evaluation (solutions cannot be copied into answer boxes) and time-consuming for teacher evaluation. In this work, the focus will be on triangle construction problems within the broader topic of geometric constructions. Emphasis will be placed on methods for creating interactive triangle construction applets in the widely popular GeoGebra software. The necessary steps will be outlined to enable mathematics teachers to create interactive GeoGebra applets with automatic verification that offer feedback for a diverse range of triangle construction problems.
Bhagat, K. K., Chang, C. N., Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Educational Technology & Society, 19 (3) , 124–132.
Botana, F., Recio, T., & Vélez, M. P. (2024). On Using GeoGebra and ChatGPT for Geometric Discovery. Computers, 13(8), 187. https://doi.org/10.3390/computers13080187
Csiba, P., & Vajo, P. (2024). Problems and challenges of using randomized automatically evaluating geometric construction problems in Moodle LMS[J]. AIMS Mathematics, 9 (3), 5234–5249, https://doi.org/10.3934/math.2024253
Gurmu, F., Tuge, C., & Hunde, A. B. (2024). Effects of GeoGebra-assisted instructional methods on students’ conceptual understanding of geometry. Cogent Education, 11(1). https://doi.org/10.1080/2331186X.2024.2379745
Hegedus, S. J., Dalton, S., Tapper, J. R. (2015). The impact of technology-enhanced curriculum on learning advanced algebra in US high school classrooms. Educational Technology Research and Development, 63 , 203–228, https://doi.org/10.1007/s11423-015-9371-z
Sanders, C. V. (1998). Geometric constructions: visualizing and understanding geometry. Mathematics Teacher, 91(7), 554-556.
Stols, G., & Kriek, J. (2011). Why don’t all maths teachers use dynamic geometry software in their classrooms?. Australasian Journal of Educational Technology, 27 (1), 137–151, https://doi.org/10.14742/ajet.988
Suweken, G. (2020). STEM oriented mathematics learning with GeoGebra. In 3rd International Conference on Innovative Research Across Disciplines (ICIRAD 2019) (pp. 258-263). Atlantis Press.
Varga, T. (1969). A matematika tanítása. Budapest: Eötvös Loránd University.
Zengin, Y., & Tatar, E. (2017). Integrating dynamic mathematics software into cooperative learning environments in mathematics. Journal of Educational Technology & Society, 20 (2), 74–88, Retrieved from http://www.jstor.org/stable/90002165
Vajo, P. (2025). Creating Triangle Construction Exercises as Interactive GeoGebra Applets with Automatic Verification, Hints, and Feedback. International Journal of Academic Research in Progressive Education and Development, 14(4), 1426–1435.
Copyright: © 2025 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode