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My project was based on the Towers of Hanoi mathematical puzzle. In my project I created an animation which shows the rules of moving a disk between the poles. I also made a table which calculates the number of minimum moves required to complete the game with a given number of disks. The number of disks can be changed through a slider.

Although it was the first time ever that I used GeoGebra, I could easily use the basic functions without any tutorials. in the game. For this I found some useful videos and tutorials in the GeoGebra forums and on YouTube. This video, helped me to understand the basics of animating in GeoGebra. I used this forum topic http://www.geogebra.org/forum/viewtopic.php?f=2&t=17468 to learn how to create moving squares. It seems to me that the GeoGebra community is very active. There was a forum topic or video for everything I searched for. It took very little time to find answers to my questions. I had very few problems because of the simplicity of GeoGebra. I think this is the most important feature of GeoGebra, which makes the software ideal to be used in education.

I think I learned a lot about how real work is done at a company. We had Skype conferences and real life meetings with Tony Houghton. I also saw a presentation in Milestone Institute about GeoGebraSTEM given by Tony. When Tony came to Hungary and we had our meeting I also had the chance to meet Professor Adrian Oldknow. It was surprising to me how well known GeoGebra is in other countries, like in the UK, and how little people know about it in Hungary. Hopefully this will change in the near future. GeoGebraSTEM shows how useful GeoGebra can be in the education, the possibilities are nearly endless.I really enjoyed working for GeoGebra and learning a lot of new stuff, especially using the software itself. I think I will be able to use this experience in the future during my studies and while working. I would like to say thank you for this opportunity to GeoGebra, Tony Houghton and Julia Vida. Hopefully we will meet again in the future. Bence Karpati

This is perhaps our most powerful evidence: young children learning and having fun with GeoGebra!

'I could already see an improvement in my 5 year olds counting strategy after a while of playing it.'

To attempt to give a feel for this activity: Play it yourself!

As you go through the next five GeoGebra screens, decide as quickly as you can 'Who has more?' - the 10-frame...or the dice?

Ready?

Go!

How did you do?!

GeoGebra workshop for 240 pupils average age...8!

There are even more wonderful pictures on http://www.geogebraitalia.org/corso-base-geogebra/

Thanks to Federico Fabrizi

The Impact of GeoGebra

Literature Review

User Community 2013

‘GeoGebra - Impact of Technology on the Mathematics Classroom’ (http://engagementjdw.webs.com/geogebra.htm)

Web site relating to: The Impact of Technology on Student Engagement and Achievement in the Mathematics Classroom. Paper submitted in partial fulfillment of the requirements for the degree, Masters of Education (Curriculum, Teaching and Learning Studies) John White 2012 Memorial University

  • Positive impact on student engagement
  • Improve students’ attention and focus
  • Increase the amount of student interactions with instructors
  • Increase achievement in teaching geometry, transformations and trigonometry
  • Increase test scores
  • Achieve higher than students taught with traditional teaching methods
  • Benefit students who struggle with visualizing more than students who do not

References

More than 20 million users located in 190 countries

Over 1 million unique visitors to geogebra.org every month and growing

Pre-installed on millions of laptops via MoE and regional education departments/agency activities in countries around the world

Available in 50 Languages with new translations forthcoming

150 GeoGebra Institutes

Interactive learning resources created with GeoGebra can be shared online using www.geogebratube.org

30,000 materials (and growing) available for use by teachers and students online www.geogebratube.org

1 Akkaya, A., Tatar, E., & Kağizmanli, T. (2011). Using dynamic software in teaching of the symmetry in analytic geometry: The case of GeoGebra. Procedia Social and Behavioral Sciences 15, 2540–2544.

2 Bakar, K. A., Ayub, A. F. M., & Tarmizi, R. A. (2002). Exploring the effectiveness of using GeoGebra and e-transformation in teaching and learning Mathematics. Proc. of Intl. Conf. of Advanced Educational Technologies EDUTE, 2, 19-23.

3 Bakar, K., Ayuba, A., Luan, W., & Tarmizia, R. (2010). Exploring secondary school students’ motivation using technologies in teaching and learning Mathematics. Procedia Social and Behavioral Science, 2, 4650-4654.

4 Lu, Y. W. A. (2008). Linking geometry and algebra: a multiple-case study of upper secondary mathematics teachers’ conceptions and practices of GeoGebra in England and Taiwan . Doctoral dissertation, Master’s thesis, University of Cambridge, UK.

5 Saha, R., Ayubb, A., & Tarmizi, R. (2010). The effects of GeoGebra on Mathematics achievement: Enlightening coordinate geometry learning. Procedia Social and Behavioral Science, 8, 686-693.

6 Zengin, Y., Furkan, H., & Kutluca, T. (2012). The effect of dynamics mathematics software geogebra on student achievement in teaching of trigonometry. Procedia Social and Behavorial Sciences, 31 , 183-187.

5 - 8 year olds

Teachers and CPD

Controlled Experiment

GeoGebra: A New Dimension of Teaching and Learning Mathematics’ The Role of Dynamic Geometry Software in the Process of Learning: GeoGebra Example about Triangles

Dr. Mustafa DOGAN 2012

http://www.time2010.uma.es/Proceedings/Papers/A026_Paper.pdf

‘The Impact of GeoGebra in Math Teachers’ Professional Development’ Ana Escuder and Joseph M. Furner, Ph.D. Florida Atlantic University 2011

http://archives.math.utk.edu/ICTCM/VOL23/S113/paper.pdf

You can also have a go for real on: http://www.geogebratube.org/material/show/id/28755

(Thanks to GoldenJ)

Annual longitudinal observations of summer sessions and semester classes, repeated over 4 years found that GeoGebra:

Pre- and post tests, including one month after, showed that GeoGebra had positive, enduring effects on primary students' learning and achievement:

Mustafa Dogan

  • Provided an effective pedagogical model for teachers
  • Contributed to the modelling of effective pedagogy for cohort teachers
  • Participants cited “enormous growth” in their ability to use technology with instruction

‘The students had the chance to construct, explore and observe the geometric properties of the shapes with all sufficient conditions. This also gives opportunities to check and prove all features dynamically with the program itself. Therefore, the student has the chance to prove the terms and to observe construction conditions of geometric features for each case. This situation goes beyond drawing the geometric shapes simply. Because, providing all conditions for the construction requires considering all of the related features together with the associated geometric realities. If this high-level of thinking occurs, then the construction occurs. This is a sign for high-level learning.’

Statistically Significant

14 teachers and 5 cohorts were observed by two researchers.

The tendency of teachers to incorporate technology in their classroom jumped from 27.8 percent to 64.3 percent. Moreover the difference between these two proportions was statistically significant at the =2% level on a one-tailed test.

An analysis performed over a large state-wide data set suggested that there was a connection between the mathematical skills and activities the project promoted and student achievement.’

15 Year-Olds

(http://orbit.educ.cam.ac.uk/wiki/GeoGebraSTEM_exploration_day)

17-19 Year-Old Interns

Students were given an open challenge to develop GeoGebra to support 'Technology Enhanced Learning' of their choice. Their 6-week summer project, learning GeoGebra from scratch, provided feedback evidencing the value of GeoGebra per se and also its role in supporting open-ended learning:

Two Budapest GeoGebra Interns were asked to develop GeoGebra resource making full use not only of GeoGebra software but also the GeoGebra community. Their feedback evidences the value of the GeoGebra community both virtual and physical:

Verbatim Comments

Bence Karpati Verbatim

  • Fun and exciting using the GeoGebra software.
  • Have learnt many new skills and facts whilst participating in this project.
  • This project has allowed me to create and present my ideas to others.
  • This project has helped me experience of doing a project individually, a lot about my topic and extending topics, GeoGebra is really useful!
  • The project was interesting and taught me how to facilitate a long-term project.
  • Sharing ideas was very helpful in generating concepts for my project.
  • This project has helped me to learn how to put ideas together into one coherent project.
  • It has allowed me to research areas of interest independently.
  • Even if subjects are of interest to me, I probably wouldn’t have looked them up in my free time, so this project has been interesting for me to research into things I enjoy.
  • I developed my understanding of how planes fly, as well as how to present it in a way suitable for young people to use and interact with.
  • I enjoyed the independency of the project and he introduced us to each other to ensure we were comfortable with each other.
  • We communicated via online on Facebook and email (most students noted this).

Here is the video Bence used to help him understand animation .

Tran Minh Phuc Verbatim

My name is Tran Minh Phuc and i am currently an intern at Geogebra. Our task was to create a Geogebra program using GeogebraSTEM. My project is a simulation of a football kick. In which you can adjust the angle and the power of your shot. Also, to increase difficulty i have added a defender which should be avoided. In order to start the simulation you need click on the ticking box at the top, which will projectile the ball. Depending on where the ball lands you will get the appropriate message. (You scored!, You missed!) To start the whole process again, you simply need to drag the t slider to the 0 value. Although, I have included instructions into the program so there will not be any difficulties or confusion.

I have not used Geogebra before, however, during the process of creating my project I found it extremely easy to acquire all the basics and even more advanced techniques of this program. Not only that the program itself has a very instructional structure, both visualized and commented but the internet was also tremendous help for me. Basically every viral site: Google – which connects every site, Youtube – which has its own geogebra channel, plus all the other individual videos. Geogebra.org has its own video tube, own forum where you can share opinions, ask questions, suggest solutions etc. This creates a whole Geogebra community which i believe is a key essential for this software. Personally, I used the GeogebraTube to study similar simulation and projectile videos as my project.http://www.geogebratube.org/student/m8533

http://www.geogebratube.org/student/m7988http://orbit.educ.cam.ac.uk/wiki/Origami_Planes

As my first internship, I found it to be quite professional. Our group was the mathematical part of the whole hungarian Geogebra community, we held skype conferences regularly to keep each other updated we have a Facebook group which made communication and organization much easier. We also have a headquarter at Milestone where at the beginning many presentations took place to introduce Geogebra and GeogebraSTEM to the brightest students of Hungary. Last month we presented our projects and talked out about our experience of Geogebra. Also, i had privilege to meet Adrian Oldknow, Tony Houghton and of course, Julia Vida.I think Geogebra is a great software to use in scientific subjects such as Mathematics or Physics. It should be included in all school systems because it enables students to engage with different topics more thoroughly, also it is much more effective since it has a visual side to it.Therefore it could be very helpful in your further studies. Hopefully in the (near)future it will be popular among hungarian students. It was a great experience for me in terms of working environment and Geogebra.

Tran's football game

Summary

This presentation contains usage data, literature review, controlled experimentation, CPD statistics, and user qualitative and quantitative evaluation of GeoGebra as a mathematics, STEM and community learning tool:

•The widespread usage of GeoGebra suggests that it is perceived by many as a valuable tool for as young as 5 year-olds.

•A literature review finds that GeoGebra improves mathematical education in many ways. Further evidence is provided in a controlled test with primary school children.

•Statistical evidence shows GeoGebra to support enhanced teacher continuous professional development and provides a pedagogical model for teachers.

•15-year olds’ and GeoGebra Interns comments suggest how GeoGebra supports maths, STEM and collaborative learning.

We aim to enhance our collection of evidence to understand the impact of GeoGebra and invite your contributions.

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