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ABSTRACT This study investigated students' understanding of mathematical functions and strategies to create artwork using GeoGebra. It was framed by the principles of constructionism and examined how students use functions in creating artworks. We gathered data from students' artworks using the Algebra view and the Construction Protocol in the GeoGebra software. We used descriptive statistics to determine the number and types of functions used, whereas we employed thematic analysis to identify patterns and themes in students' artworks and strategies. The study found that students primarily used quadratic functions. Emerging techniques and strategies included grouping functions by artwork parts, using concepts of reflection and symmetry, combining animation and transformation, and integrating functions with other tools. The findings suggest that allowing students to create artwork through graphing can provide valuable insights into their mathematical skills. This study sheds light on the potential of GeoGebra as a tool and teaching aid for assessing students' mathematical abilities, and it offers valuable insights into students' strategies and techniques when creating mathematical art. This study revealed students' mathematical skills, strategies, and conceptual understanding through the creation of function art using GeoGebra.
Bautista et al. (Tue,) studied this question.