Internal medicine

Mathematical economics

Academic achievement

Mathematics

Meta-analysis

Mathematics education

Outcome (game theory)

Standardized test

Computer science

Student achievement

Medicine

Achievement test

Journal of Educational Computing Research

Dynamic geometry software (DGS) aims to enhance mathematics education. This systematic review and meta-analysis evaluated the quasi-experimental studies on the effectiveness of DGS-based instruction in improving students' mathematical achievement. Research articles published between 1990 and 2013 were identified from major databases according to a prespecified search strategy and selection criteria. A meta-analysis was conducted based on the random-effects model to evaluate the effectiveness of DGS-based instruction in terms of standardized mean differences (SMD) of achievement test scores as outcome measures. Nine quasi-experimental DGS studies with 587 participants were eligible. The overall effect size of DGS-based instruction on achievement scores (i.e., SMD) was distinctive (SMD, 1.02; 95% CI: 0.56–1.48) compared to traditional instruction. Subgroup analysis found some groups to have better effectiveness, for example, short-term instruction with DGS significantly improved the mathematical achievement of elementary school students.

Dynamic Geometry Software Improves Mathematical Achievement: Systematic Review and Meta-Analysis