By Lingguo Bu, Robert Schoen
Model-Centered studying: Pathways to Mathematical knowing utilizing GeoGebra is the 1st publication to record at the overseas use of GeoGebra and its transforming into impression on arithmetic educating and studying. Supported through new advancements in model-centered studying and guide, the chapters during this publication movement past the normal perspectives of arithmetic and arithmetic educating, supplying theoretical views and examples of perform for boosting scholars' mathematical knowing via mathematical and didactical modeling. Designed in particular for instructing arithmetic, GeoGebra integrates dynamic a number of representations in a conceptually wealthy studying setting that helps the exploration, building, and evaluate of mathematical versions and simulations. The open resource nature of GeoGebra has ended in a growing to be foreign neighborhood of mathematicians, instructor educators, and lecture room lecturers who search to take on the demanding situations and complexity of arithmetic schooling via a grassroots initiative utilizing tutorial thoughts. The chapters conceal six issues: 1) the background, philosophy, and concept in the back of GeoGebra, 2) dynamic versions and simulations, three) challenge fixing and angle swap, four) GeoGebra as a cognitive and didactical software, five) curricular demanding situations and projects, 6) fairness and sustainability in know-how use. This booklet could be of curiosity to arithmetic educators, mathematicians, and graduate scholars in STEM schooling and tutorial applied sciences.
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Extra resources for Model-Centered Learning: Pathways to Mathematical Understanding Using GeoGebra
As we gather more empirical data from the teachers and their students on a variety of mathematical topics in a variety of settings, we may need to further refine our theoretical constructs and clarify the relevance and limitations of the basic principles. As design examples, we presented our preliminary work on the quadratic relations, Pi, and similarity in GeoGebra-integrated mathematics courses and professional development, which demonstrate how typical ideas in school mathematics should and could be reconceptualized, recontextualized, and problematized for the purposes of meaningful learning.
A point-wise plot of the speed-time relation. Figure 4. The relationship between distance traveled and area of a triangle. 27 LINGGUO BU, J. MICHAEL SPECTOR, AND ERHAN SELCUK HACIOMEROGLU Third, to find the distance the ball has traveled at a certain time, some cognitive support is necessary, including the use of simpler problems and prompts. For example, the instructor could pose a question about the area of the triangle formed by the points (0, 0), Speed, and the corresponding point on the x-axis (x(Speed), 0).
R. (2008). Model-Facilitated Learning. In J. M. Spector, M. D. Merrill, J. van Merriënboer, & M. P. , pp. 457–468). New York: Lawrence Erlbaum. diSessa, A. A. (2007). Systemics of learning for a revised pedagogical agenda. In R. A. Lesh, E. Hamilton, & J. J. ), Foundations for the future in mathematics education (pp. 245– 261). Mahwah, NJ: Lawrence Erlbaum. Doerr, H. , & Pratt, D. (2008). The learning of mathematics and mathematical modeling. In M. K. Heid, & G. W. ), Research on technology and the teaching and learning of mathematics: Research Syntheses (Vol.