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This study reviewed papers in the Web of Science database from 2010 to 2020, which were relevant to the integration of the dynamic geometric software, GeoGebra, into mathematics education with a focus on publication trends, research methods, participants, application domains, learning strategies, and research issues. It was found that there have been a limited number of studies on the integration of GeoGebra into mathematics education. In terms of research methods, quantitative empirical studies accounted for the most, followed by qualitative method studies. The majority of studies were carried out in upper secondary schools followed by higher institutions, with few carried out in primary and lower secondary school mathematics education. Regarding the application domain, the majority of studies were focused on geometry and analysis topics. Most studies investigated students’ learning performance, higher order thinking, attitudes/opinions, and perceptions. Regarding learning strategies, most studies adopted activity/task-based learning strategies to implement GeoGebra. It is worth nothing that little or no research was found to investigate students’ cognitive load, learning anxiety, and engagement. Further suggestions for the future use of GeoGebra in mathematics education to improve the learning process and learning outcomes as well as potential issues are provided for researchers and practitioners.
Yohannes et al. (Sun,) studied this question.