Showing posts with label GeoGebra. Show all posts
Showing posts with label GeoGebra. Show all posts

Wednesday, April 23, 2014

General Tech Tool: GeoGebra & GeoGebra Tube

I was first introduced to GeoGebra in one of my 400-level college mathematics courses while majoring in Mathematics in my undergrad years at Michigan State University (Go Green!). I will admit that when I first started using the program, I was not a fan. However, since graduating from that program and moving on to teaching in a classroom of my own, I have grown to know and love GeoGebra and all that is has to offer as a dynamic modeling software.



Overview

Name of Tech Tool: GeoGebra

Brief Description of Tech Tool: From their website: GeoGebra is free and multi-platform dynamic mathematics software for all levels of education that joins geometry, algebra, tables, graphing, statistics and calculus in one easy-to-use package. It has received several educational software awards in Europe and the USA. Quick Facts: 
  • Graphics, algebra and tables are connected and fully dynamic
  • Easy-to-use interface, yet many powerful features
  • Authoring tool to create interactive learning materials as web pages
  • Available in many languages for our millions of users around the world
  • Open source software freely available for non-commercial users

Technical Costs & Considerations: GeoGebra is a free dynamic geometry software tech tool that is available across a variety of platforms. GeoGebra is compatible with Macs and PC and is available as an app on iPads, Android devices, Windows tablets, and the Chrome Store. 


Additional Information
A snippet of information I've written up about GeoGebra before: GeoGebra is a very interesting tool that provides multiple affordances in the classroom. Two that stick out are Automating Tasks and Representing Knowledge and Thinking. The tool has the ability to do calculations for you for many tasks that can help the student to focus more on the conceptual idea and less on the procedural. At the same time, GeoGebra has intricate graphic features, which allow users to create and manipulate multiple representations for whatever their problem is. The Tangram Cat problem from GeoGebraTube is a good example of the representation in seeing how transformations are applied to various figures. You could also have students use GeoGebra without specifying any particular applet and allowing them to model their own thinking on a situation in a space that makes it easy to manipulate and tweak to create exactly what they want as their thinking evolves through the reasoning and sense making process.-

Helpful Links from GeoGebra



How GeoGebra Supports and Supplements PBL/PrBL

GeoGebra is to analytic Geometry what Geometer's Sketchpad seems to be to synthetic Geometry. GeoGebra focuses on the analytical approach, meaning that it uses coordinates to define geometric figures, and the Automating affordance it allows in the classroom is bar-none, in my opinion. Students using GeoGebra independently or applets from GeoGebraTube are able to manipulate geometric figures and can watch as their manipulations alter the numerical mathematics involved in each figures. This freeing-up of calculations enables the students to more critically analyze the mathematics at work behind the scenes to develop a deeper conceptual understanding of the mathematics. GeoGebra and GeoGebraTube are particularly useful in this way to support PrBL as they provide students a means to create and analyze geometric figures from an analytical perspective. 

Tuesday, August 6, 2013

Designing a Blended Classroom

Today has been all about taking a break from trying to plan content and curriculum, and instead focusing on and planning out the other major aspects of my class: my classroom setup, and my class structure.

My Classroom Setup

This year, I will be teaching 2 of my 4 classes (and 2 of my 3 geometry courses) in a computer lab, that is shaped like a W. This location has it's benefits in blended learning, for sure, but it also has it's drawbacks to mathematical learning.

From the blended learning standpoint, I couldn't be happier to have access to high quality performance computers-- 20 inch iMacs. My students will be able to access their ALEKS content with little trouble, use the computers for any Geogebra, or other similar product, activity, and view any of the instructional videos with ease.

From the problem-solving mathematics teacher standpoint, I will miss students having work space to use manipulatives, as well as grouped desks to promote group activity and collaboration. The communication factor between students will be decreased with the students facing the perimeter of the classroom.

My Class Structure

As I have been thinking and planning today, I see my class being structure more of as a blended class environment than a flipped class environment. I'm not entirely sure how I feel about that, as I truly want to give flipped instruction a chance. My thought is that I will get some of the general logistics of my blended class planned out now, re-read some of the books and blogs that inspired me to try Flipping and then rework my thoughts and plans.

For now, I've got my neon Sharpies working over-time as the jumbled thoughts in my head are starting to sort themselves out.

Class is broken down into thematic units, and inside of those units students will be addressing Essential Questions. The structure of my class will help me to assess my students' true mastery of the competencies and Essential Questions.

As part of my class structure, students will be required to:

  • Collaborate with others
  • Demonstrate understanding through Parallel Tasks & Open questions
  • Complete weekly project or problem challenges 
  • Complete Super-Item assessments
  • Keep a Mathematics Binder
    • Notes & Quizzes
    • Group Work
    • Project Work
    • Parallel Tasks & Open Questions
    • Super-Items
    • Portflio of Best Works
      • Students will flag or transfer their best works from the unit to the Portfolio section, which I will assess using the competency grading scales to help determine a student's mastery level.

Now that I've got that figured out, I'm going to let my brain soak up the awesomeness, and then get back to planning out the first unit... Parallel tasks, videos, collaborative work, and super-items in all.

Wish me luck!