Abstract
Students' attitude toward mathematics has been a factor that is known to influence students' learning of mathematics. This study aimed to investigate the impact of using the free educational dynamic software "GeoGebra" on the students' attitude toward mathematics. A quasi-experimental approach was used in this study. Two classes were involved in this study; each class was taught using GeoGebra software for one unit. A questionnaire consists of twenty-seven items was conducted to the two classes at the beginning of the intervention study as well as after teaching them using GeoGebra software to measure their attitude toward mathematics. Two types of statistical analysis were used in this study: comparing frequencies and percentages for the two classes both before and after the intervention study and use of the Wilcoxon signed-rank test. The results show that GeoGebra software had a significant and positive impact on the students' attitude towards mathematics, with a better response towards learning the subject found after the intervention study.