This presentation slide was prepared and presented by Niroj Dahal at Seventh National Conference on Mathematics and Its Applications at Butwal, Rupandehi, Nepal on January 12-15, 2019.

1. INTEGRATION OF GEOGEBRA IN TEACHING
MATHEMATICS
Niroj Dahal
Paper
Present by
Faculty of Social Sciences and Education
at

2. Agenda
• Introduction
• Method
• Reflection and Conclusions• Reflection and Conclusions
–Conclusions
–Implications
• References
niroj@nou.edu.np

3. Introduction
• Technology has become one of the powerful resources of learning
• New teaching tools are becoming more useful to improve and enhance mathematics teaching and
learning
• Teaching mathematics indicate the important role of visualization techniques
• GeoGebra is an interactive geometry, algebra, statistics and calculus application of mathematical• GeoGebra is an interactive geometry, algebra, statistics and calculus application of mathematical
software for basic level to the university
• Best application designed to construct and illustrate some mathematical issues is GeoGebra
• Created by Markus in 2001/2002 as part of his master’s thesis in mathematics education and
computer science at the University of Salzburg in Austria
• GeoGebra is available on multiple platforms
• Demonstrates new trends in technology and teaching through Geogebra
niroj@nou.edu.np

4. Problem
• Learners are familiar to pictorial culture through a wide access to social
media
• Traditional lecture-based method of teaching mathematics is still dominant
• The main obstacles in teaching mathematic are:• The main obstacles in teaching mathematic are:
• Concepts without an adequate illustration,
• Mathematical graphs are static in classical way of teaching
mathematics i.e. drawing it on a piece of paper,
• Static objects do not allow for generalization of the concept.
• GeoGebra a great tool for teaching and learning mathematics.
niroj@nou.edu.np

5. Purpose of the Study
• The purpose of my study was to explore possible use of dynamic geometric
software GeoGebra in teaching and learning geometric transformation.
niroj@nou.edu.np
Research Questions
• How does use of GeoGebra help students to understand concepts of geometric
transformation?

6. Theoretical Referents
Constructivism (Vico, 1710; Van Glasersfeld, 1989, Kersley, 1999; Larochelle,
2010)
• Students keenly build up their knowledge, rather than merely
gripping ideas spoken to them (Larochelle, 2010)
Social Constructivism
Higher cognitive processes develop from social interaction (Vygotsky ,1978)
niroj@nou.edu.np

7. Method
• Qualitative Approach
– Teaching experiment over other qualitative methods of research (Komorek & Duit, 2018)
• Teaching Experiment as Methodology
– Teaching experiment method is specifically designed for mathematics education (Steffe & Thompson, 2000).
– Teaching experiment is a living methodology designed to explore and explain students’ mathematical activities.
– “a primary purpose for using teaching experiment methodology is for researchers to experience, firsthand, students’
mathematical learning and reasoning” (Steffe & Thompson, 2000, p. 267).
• Research Participants and Site
• Sixteen students of Grade IX.
• Research site is one of the private institutions of Kathmandu Valley• Research site is one of the private institutions of Kathmandu Valley
• Nature and Source of Data
• Involved myself in teaching the concepts of geometrical transformation by using GeoGebra for eleven days
• Field Note (Steffe & Thompson, 2000)
• Interview (Students)
• Developed and Executed Teaching Episodes (Steffe & Thompson, 2000)
• Analysis and Interpretation
• Transcribed interviews
• Demonstration analysis from recorded videos
• Analyzed the collected information
• Teaching experiment method critically; analyzing the emotions and behaviors shown by my research
participants during my research study
niroj@nou.edu.np

8. Teaching Episodes
• Day One: Introduction of GeoGebra and its Use in Visualization
• Day Two: Reflection on x- axis and y-axis
• Day Three: Reflection on y = x and y = - x lines
• Day Four: Reflection on x = h line and Reflection on y = k line
• Day Five: Revising day one to day four
• Day Six: Teaching rotation using lecture-method• Day Six: Teaching rotation using lecture-method
• Day Seven: Teaching rotation through + 900, -900, +2700, -2700 about center
origin and center (a, b).
• Day Eight: Teaching rotation through -1800, +1800 about center origin and
center (a, b).
• Day Nine: Revising day one to eight day and teaching dilation using lecture-
method
• Day Ten: Dilation with scale factor k and center (0, 0) and center (a, b)
• Day Eleven: Revising day one to ten day
niroj@nou.edu.np

9. Insights from the Study
• GeoGebra is user-friendly software (Day 1-10)
• GeoGebra helps students become active learner (Day 1-10)
• GeoGebra helps students in discovery learning (Day 1-10)• GeoGebra helps students in discovery learning (Day 1-10)
• GeoGebra helps in better understanding of geometric
transformation (Day 1-10)
• GeoGebra promotes cooperative learning (Day 1-10)
• GeoGebra helps in visualization of geometric
transformation (Day 1-10)
niroj@nou.edu.np

10. Conclusions
• GeoGebra in teaching and learning geometric transformation can have a positive effect on students’
learning of transformation
• GeoGeba can help students to visualize abstract concepts of mathematics
• Geogebra can help students and teachers to make mathematics classroom interesting
• Students, from any level of mathematical knowledge can be encouraged to study mathematics by using this• Students, from any level of mathematical knowledge can be encouraged to study mathematics by using this
application
• Learning and teaching of Mathematics should not be focused on purely theoretical, but also a variety of
learning approaches that involve the use of teaching aids proven to help stimulate students' interest in
Mathematics.
• This software should be introduced to Mathematics educators so that students can explore the world of
Mathematics in a wider and make the students able to think critically and creatively.
niroj@nou.edu.np

11. Implications
• Not extremely implacable for all.
• Can offer some insights to the readers, novice teachers,
novice teacher trainers and educational researchers.
• Mathematics teacher would be highly benefited• Mathematics teacher would be highly benefited
• Policymakers and curriculum designers to make some provisions of the
ICT integration pedagogy.
niroj@nou.edu.np

12. References
Komorek, M., & Duit, R. (2018).The teaching experiment as a powerful method to develop and evaluate teaching and learning
sequences in the domain of non‐linear systems. International Journal of Science Education, 26(5), 619-633.
doi: 10.1080/09500690310001614717 Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology:
Underlying principles and essential elements. Handbook of research design in mathematics and science education, 267-
306.
Steffe, L. P., & Thompson, P. W. (2000). Teaching experiment methodology: Underlying principles and essential elements. In R.
Lesh & A. E. Kelly (Eds.), Research design in mathematics and science education (pp. 267-307). Hillsdale, NJ: Erlbaum.
von Glasersfeld, E. (1989). Constructivism in education. In T. Husen & N. Postlewaite (Eds.), International Encyclopedia of
Education [Suppl.], 162-163. Oxford, England: Pergamon Press.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, Mass.: Harvard
University Press.
niroj@nou.edu.np

13. Q/A….?
~2 Minute
niroj@nou.edu.np

14. Game Over!
niroj@nou.edu.np