Integration of GeoGebra in Teaching Mathematics
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The document discusses the integration of GeoGebra, a dynamic mathematical software, in teaching geometric transformations, highlighting its effectiveness in enhancing visualization and student engagement in mathematics education. The study employs a teaching experiment methodology with grade IX students over eleven days, demonstrating that GeoGebra promotes active learning, understanding of abstract concepts, and cooperative learning. The findings suggest that incorporating technology like GeoGebra into the curriculum can make mathematics more interesting and accessible for students of all levels.
![References
Komorek, M., & Duit, R. (2018).The teaching experiment as a powerful method to develop and evaluate teaching and learning
sequences in the domain of non‐linear systems. International Journal of Science Education, 26(5), 619-633.
doi: 10.1080/09500690310001614717 Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology:
Underlying principles and essential elements. Handbook of research design in mathematics and science education, 267-
306.
Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R.
Lesh & A. E. Kelly (Eds.), Research design in mathematics and science education (pp. 267-307). Hillsdale, NJ: Erlbaum.
von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & N. Postlewaite (Eds.), International Encyclopedia of
Education [Suppl.], 162-163. Oxford, England: Pergamon Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard
University Press.
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Integration of GeoGebra in Teaching Mathematics
- 1. INTEGRATION OF GEOGEBRA IN TEACHING MATHEMATICS Niroj Dahal Paper Present by Faculty of Social Sciences and Education at
- 2. Agenda • Introduction • Method • Reflection and Conclusions• Reflection and Conclusions –Conclusions –Implications • References niroj@nou.edu.np
- 3. Introduction • Technology has become one of the powerful resources of learning • New teaching tools are becoming more useful to improve and enhance mathematics teaching and learning • Teaching mathematics indicate the important role of visualization techniques • GeoGebra is an interactive geometry, algebra, statistics and calculus application of mathematical• GeoGebra is an interactive geometry, algebra, statistics and calculus application of mathematical software for basic level to the university • Best application designed to construct and illustrate some mathematical issues is GeoGebra • Created by Markus in 2001/2002 as part of his master’s thesis in mathematics education and computer science at the University of Salzburg in Austria • GeoGebra is available on multiple platforms • Demonstrates new trends in technology and teaching through Geogebra niroj@nou.edu.np
- 4. Problem • Learners are familiar to pictorial culture through a wide access to social media • Traditional lecture-based method of teaching mathematics is still dominant • The main obstacles in teaching mathematic are:• The main obstacles in teaching mathematic are: • Concepts without an adequate illustration, • Mathematical graphs are static in classical way of teaching mathematics i.e. drawing it on a piece of paper, • Static objects do not allow for generalization of the concept. • GeoGebra a great tool for teaching and learning mathematics. niroj@nou.edu.np
- 5. Purpose of the Study • The purpose of my study was to explore possible use of dynamic geometric software GeoGebra in teaching and learning geometric transformation. niroj@nou.edu.np Research Questions • How does use of GeoGebra help students to understand concepts of geometric transformation?
- 6. Theoretical Referents Constructivism (Vico, 1710; Van Glasersfeld, 1989, Kersley, 1999; Larochelle, 2010) • Students keenly build up their knowledge, rather than merely gripping ideas spoken to them (Larochelle, 2010) Social Constructivism Higher cognitive processes develop from social interaction (Vygotsky ,1978) niroj@nou.edu.np
- 7. Method • Qualitative Approach – Teaching experiment over other qualitative methods of research (Komorek & Duit, 2018) • Teaching Experiment as Methodology – Teaching experiment method is specifically designed for mathematics education (Steffe & Thompson, 2000). – Teaching experiment is a living methodology designed to explore and explain students’ mathematical activities. – “a primary purpose for using teaching experiment methodology is for researchers to experience, firsthand, students’ mathematical learning and reasoning” (Steffe & Thompson, 2000, p. 267). • Research Participants and Site • Sixteen students of Grade IX. • Research site is one of the private institutions of Kathmandu Valley• Research site is one of the private institutions of Kathmandu Valley • Nature and Source of Data • Involved myself in teaching the concepts of geometrical transformation by using GeoGebra for eleven days • Field Note (Steffe & Thompson, 2000) • Interview (Students) • Developed and Executed Teaching Episodes (Steffe & Thompson, 2000) • Analysis and Interpretation • Transcribed interviews • Demonstration analysis from recorded videos • Analyzed the collected information • Teaching experiment method critically; analyzing the emotions and behaviors shown by my research participants during my research study niroj@nou.edu.np
- 8. Teaching Episodes • Day One: Introduction of GeoGebra and its Use in Visualization • Day Two: Reflection on x- axis and y-axis • Day Three: Reflection on y = x and y = - x lines • Day Four: Reflection on x = h line and Reflection on y = k line • Day Five: Revising day one to day four • Day Six: Teaching rotation using lecture-method• Day Six: Teaching rotation using lecture-method • Day Seven: Teaching rotation through + 900, -900, +2700, -2700 about center origin and center (a, b). • Day Eight: Teaching rotation through -1800, +1800 about center origin and center (a, b). • Day Nine: Revising day one to eight day and teaching dilation using lecture- method • Day Ten: Dilation with scale factor k and center (0, 0) and center (a, b) • Day Eleven: Revising day one to ten day niroj@nou.edu.np
- 9. Insights from the Study • GeoGebra is user-friendly software (Day 1-10) • GeoGebra helps students become active learner (Day 1-10) • GeoGebra helps students in discovery learning (Day 1-10)• GeoGebra helps students in discovery learning (Day 1-10) • GeoGebra helps in better understanding of geometric transformation (Day 1-10) • GeoGebra promotes cooperative learning (Day 1-10) • GeoGebra helps in visualization of geometric transformation (Day 1-10) niroj@nou.edu.np
- 10. Conclusions • GeoGebra in teaching and learning geometric transformation can have a positive effect on students’ learning of transformation • GeoGeba can help students to visualize abstract concepts of mathematics • Geogebra can help students and teachers to make mathematics classroom interesting • Students, from any level of mathematical knowledge can be encouraged to study mathematics by using this• Students, from any level of mathematical knowledge can be encouraged to study mathematics by using this application • Learning and teaching of Mathematics should not be focused on purely theoretical, but also a variety of learning approaches that involve the use of teaching aids proven to help stimulate students' interest in Mathematics. • This software should be introduced to Mathematics educators so that students can explore the world of Mathematics in a wider and make the students able to think critically and creatively. niroj@nou.edu.np
- 11. Implications • Not extremely implacable for all. • Can offer some insights to the readers, novice teachers, novice teacher trainers and educational researchers. • Mathematics teacher would be highly benefited• Mathematics teacher would be highly benefited • Policymakers and curriculum designers to make some provisions of the ICT integration pedagogy. niroj@nou.edu.np
- 12. References Komorek, M., & Duit, R. (2018).The teaching experiment as a powerful method to develop and evaluate teaching and learning sequences in the domain of non‐linear systems. International Journal of Science Education, 26(5), 619-633. doi: 10.1080/09500690310001614717 Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. Handbook of research design in mathematics and science education, 267- 306. Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R. Lesh & A. E. Kelly (Eds.), Research design in mathematics and science education (pp. 267-307). Hillsdale, NJ: Erlbaum. von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & N. Postlewaite (Eds.), International Encyclopedia of Education [Suppl.], 162-163. Oxford, England: Pergamon Press. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard University Press. niroj@nou.edu.np