Modeling for Dynamic Mathematics

2015 ◽  
pp. 355-379 ◽  
Author(s):  
Lingguo Bu ◽  
Markus Hohenwarter
Keyword(s):  
Dynamic Mathematics

A brief review of GeoGebra: dynamic mathematics

2007 ◽  
Vol 7 (2) ◽  
pp. 36-38 ◽  
Author(s):  
Chris Sangwin
Keyword(s):  
Dynamic Mathematics

scholarly journals GeoGebra and students’ learning achievement in trigonometric functions graphs representations and interpretations

2021 ◽  
Vol 16 (2) ◽  
pp. 827-846
Author(s):  
Nthabiseng Mosese ◽  
Ugorji I. Ogbonnaya
Keyword(s):  
Control Group ◽  
Trigonometric Functions ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental ◽  
Equivalent Control ◽  
The Mean ◽  
Dynamic Mathematics ◽  
Students Success ◽  
Experimental Group

Making connections between the representations of trigonometric functions and an interpretation of graphs of the functions are major challenges to many students. This study explores the effectiveness of the GeoGebra on grade 12 students’ success in making connections between the representations of trigonometric functions and the interpretation of graphs. A non-equivalent control-group pre-test post-test quasi-experimental design was used. The sample of the study consisted of sixty-one grade 12 students from two schools. The results showed that there was a statistically significant difference between the mean achievements of the experimental group and the control group on making connections between representations of trigonometric functions, and on analyses and interpretations of representations of trigonometric functions, in favour of the experimental group. This study extends the findings of previous studies on the effectiveness of dynamic mathematics software on students’ learning of representations and interpretation of graphs of trigonometric functions.            Keywords: GeoGebra, functions graphs, Trigonometric functions

scholarly journals Changes of Teachers’ discursive practices learning dynamic mathematics in a collaborative, online environment

2017 ◽  
Vol 14 (17) ◽  
pp. 147-159
Author(s):  
Loretta M. Grisi-Dicker ◽  
Muteb M. Alqahtani ◽  
Arthur B. Powell
Keyword(s):  
Content Knowledge ◽  
Online Environment ◽  
Sociocultural Perspective ◽  
Discursive Practices ◽  
Pedagogical Content ◽  
Conventional Content Analysis ◽  
Inservice Professional Development ◽  
Using Data ◽  
Dynamic Mathematics ◽  
Development Course

Using data from an inservice professional development course, we inquire into changes in secondary teachers’ discursive practices in a latter part of the course compared to the beginning of the course. Participants interacted in a collaborative online environment, known as Virtual Math Teams with GeoGebra (VMTwG), focusing on discursive, mathematical, and collaborative practices. From a sociocultural perspective, we believe that teachers gradually develop their Technological Pedagogical Content Knowledge (TPACK) by interacting discursively in small teams. Using conventional content analysis of the teachers’ review of their recorded discourse, we investigate changes in practices from the teachers’ perspective. Our results show that teachers perceived that their discursive practices differed importantly from their practices at the beginning of the course.

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