Characterizing the presence of activities using GeoGebra in Brazil's mathematics textbooks (original) (raw)
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17th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA), 2020
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The role of dynamic geometry software in the process of learning: GeoGebra example about triangles
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GeoGebra: towards realizing 21st century learning in mathematics education
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Contemporary Research: An Interdisciplinary Academic Journal, 2020
This article aims to explain the effectiveness of using Information and Communication Technology (ICT) in teaching and learning school mathematics. The paper is based on the results of one month experiment of GeoGebra software in teaching and learning the concepts and problems included in the chapter of mensuration of secondary level mathematics. The effectiveness of using ICT tools were explored by measuring achievement level with the help of achievement test and overall perceptions of using ICT tools through questionnaire. The data were analyzed and interpreted by using table, frequency, percentage, mean, SD and t-test. The findings revealed that there was high mean score in achievement in mathematics of experimental group (teaching with ICT) than that of control group (without using ICT), and the difference was significant at 0.05 level. Likewise, the students of experimental group had positive perception to support the use of ICT tools in teaching and learning mathematics. Thus, the use of ICT, particularly GeoGebra is an effective tool to increase achievement; to promote curiosity, creativity; to make clear sense of concepts; and to encourage overall learning of students in mathematics. Finally, the study suggests that school mathematics teachers need to use ICT for effective teaching and learning.
GeoGebra from Students' Perspectives
Traditional methods of teaching and learning are still dominant in Nepal. Normally, teachers distribute knowledge and skills to their students who in turn memorize facts, definitions, and algorithms. The paper-pencil method has a dominant role as a mathematical tool. Technology has a minimal to nonexistent role at schools in Nepal. Very few schools have access to technologies, and even fewer integrate them in teaching and learning mathematics. In an effort to provide an opportunity in the present situation, the Dynamic Geometry Software: GeoGebra was integrated to teach reflection and rotation of high school geometry for ninth grade students. The data indicated that students were enthusiastic and motivated to learn mathematics with the help of GeoGebra. The analysis of data also revealed that GeoGebra provided more practical and visual approaches of learning mathematics. It also helped to minimize memorizing the algorithms and formulas, and provided more conceptual understanding of ...
Development of ideas in a GeoGebra – aided mathematics instruction
With GeoGebra introduced into mathematics instruction the teaching/learning process is not improved in terms of speed and quality only. Mathematical concepts, rules and procedures must be adjusted to the new environment. On the other hand, characteristics of the computer and the educational software in use must be thoroughly examined and a successful teacher has to use their advantages and avoid their flaws in order to maximize the efficiency of the instruction process. This paper deals with development of ideas when the concept of ellipse is being built with GeoGebra. We shift from dynamic applets that show the ellipse characteristics to applets that are built by students and teacher together. The old applets were perceived by students as dynamic representations of the ellipse and its characteristics. They offered a very low level of freedom for students to explore the material on their own. This meant the students were expected only to receive and learn information about the ellipse. On the contrary, the new applets were designed in a way that the genesis of the ellipse and its relations to other objects were clearly visible. Besides, the process of building new applets enables students to discover independently the ellipse characteristics. Thus, the students become active participants in the process of the knowledge building. In other words, we use GeoGebra to move from static exploration to dynamic exploration. This process could easily be accomplished in Dynamic and Interactive Mathematics Learning Environments (DIMLE). All the information and procedures meant to be learnt by students were presented within the " I – you – we " concept that was very easy to implement in such an environment.