Geogebra is dynamic mathematics software that combines geometry, algebra, spreadsheets, graphics, statistics, and calculus. It has millions of users around the world and is available in many languages. Geogebra allows for the creation of interactive learning materials and is open source for non-commercial use. The document discusses how technology can be used as an amplifier to help transcend limitations, or as a reorganizer of mental activity, and the distinction between exploratory versus expressive student activity when using dynamic worksheets in Geogebra.

1. GEOGEBRA
Geometry, algebra, spread sheets, graphic, statistics and calculas in one easy-to-use package.
Geogebra is dynamic mathematics software, for all levels of education that brings together
Geogebra is a rapidly expanding community of millions of users located in just about every country.
Geogebra has become the leading provider of dynamic mathematics software, supporting science,
technology, engineering and mathematics education and innovations in teaching and learning world
wide.
Quick Facts
 Geometry, Algebra and Spread sheet 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
Key words:Teacher education, pedagogy, TPAK
Technological pedagogical content knowledge
The standard approach suggests that teachers simply need to be trained to use technology.
Underlying this approach is a view of technology that sees it as being a universally applicable skill;
unlocking the power and potential of technology can be achieved by acquiring basic competency
with hardware and software packages.
Amplifier Vs. Reorganizer use of technology
Pea defines cognitive technologies as those which help transcend the limitations of the mind in
thinking, learning and problem solving activities. He further proposes the metaphors of amplifier and
recognizer of mental activity in his discussion of two fundamental ways in which cognitive
technologies might be used in education.

2. Exploratory Vs. Expressive activity
Another important distinction for student work in a technological environment like geogebra is how
its use is constrained by the task in which it is used. With respect to Geogebra this is an important
difference in considering what tools to provide students within in a dynamic worksheet, if any. At
one extreme, one can create a dynamic worksheet for students with no tools available. At the other
extreme, students may be given a fairly open entered problem and use geogebra to try to solve it
with any of the default tools available. What is pedagogically appropriate depends on students’ prior
mathematical knowledge, the socio-mathematical norms of the class room, and their experience
with geogebra.