Calculus &amp; GeoGebra, an Interesting Partnership

Caligaris, Marta; Schivo, María Elena; Romiti, María Rosa

doi:10.1016/j.sbspro.2015.01.735

Cited by 36 publications

(19 citation statements)

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“…The existence of the dynamic math software, GeoGebra, is an opportunity for researchers and teachers to augment the dynamic characteristics of many real-world phenomena. GeoGebra allows creating of teaching resources that could enhance the teaching-learning environment (Caligaris et al 2015;Garber & Picking, 2010;Little, 2011;Takači et al, 2015). On this regard, Dikovic (2009aDikovic ( , 2009b used GeoGebra applets in teaching differential calculus, Akkaya et al (2011) used GeoGebra for teaching symmetry, Liu et al (2011) produced virtual manipulatives to teach angle concepts, Radović (2013) produced a virtual environment using GeoGebra for dealing with the surface area of solid figures, Pjanic and Liđan (2015) used applets to calculate areas of trapezoids.…”

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confidence: 99%

“…On this regard, Dikovic (2009aDikovic ( , 2009b used GeoGebra applets in teaching differential calculus, Akkaya et al (2011) used GeoGebra for teaching symmetry, Liu et al (2011) produced virtual manipulatives to teach angle concepts, Radović (2013) produced a virtual environment using GeoGebra for dealing with the surface area of solid figures, Pjanic and Liđan (2015) used applets to calculate areas of trapezoids. In addition, Caligaris et al (2015) designed GeoGebra applets for showing the geometric interpretation of limits and the derivative of a function, and for explaining the relationship between the definite integral of a function and the area under a curve. In 2015, Martín-Caraballo and Tenorio-Villalón developed GeoGebra applets to work with numerical methods for nonlinear equations.…”

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confidence: 99%

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Some of the Potential Affordances, Challenges and Limitations of Using GeoGebra in Mathematics Education

Wassie

Zergaw

2019

EURASIA J MATH SCI T

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In the modern era where technology usage is a tradition of the generation, integrating the teaching and learning with mediums that could catch up and satisfy pupils' interest is noteworthy. In line with this, the contributions of GeoGebra in the teaching-learning of mathematics: as a tool to foster students' interest and achievement, and as an environment to flourish different learning styles are explored in this study. Besides, the cautions to consider before implementing a GeoGebra integrated lesson with the challenges, limitations and areas of future development are indicated. Among these: the belief and technology fluency of users and the student class ratio are found to be among the challenges for effective integration of GeoGebra in mathematics lessons. The difficulty of some commands in the input bar especially for students and teachers with no prior programming experience are considered among the limitations of GeoGebra.

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Section: / 11mentioning

confidence: 99%

Section: / 11mentioning

confidence: 99%

Some of the Potential Affordances, Challenges and Limitations of Using GeoGebra in Mathematics Education

Wassie

Zergaw

2019

EURASIA J MATH SCI T

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“…En este sentido la mayor parte del software disponible sobre fenómenos físicos incluido el proyecto Phet, funcionan como simuladores. Para esta investigación se seleccionó geogebra, un software gratuito empleado para enseñar y aprender matemáticas, permite a sus usuarios crear modelos e interactuar con ellos, geogebra acepta comandos relacionados con geometría, álgebra y cálculo; posibilita la aplicación interactiva de diferentes temáticas, presentándolas en forma de animaciones y permitiendo una exploración visual y dinámica (Caligaris et al, 2015). Esta herramienta permite la familiarización del estudiante con el tema de estudio, a través de la visualización de los resultados de mediciones realizadas (León, 2017).…”

Section: Paso 1 Diseño De Las Simulacionesunclassified

Metodología para la Enseñanza del Movimiento Oscilatorio mediante Simulación Computarizada

Collazos

Castrillón

2019

Inf. tecnol.

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ResumenSe diseñó una metodología de enseñanza utilizando simulaciones computarizadas para analizar su impacto sobre el nivel de satisfacción de los estudiantes con la enseñanza de fenómenos físicos. Se crearon cinco simulaciones sobre movimiento oscilatorio empleando el software GeoGebra, y se creó un cuestionario para motivar la exploración autónoma de las simulaciones. En el grupo control se orientaron los temas de forma tradicional y en el grupo experimental se combinó la metodología tradicional con el uso de las simulaciones. Se aplicó un test de Likert para medir el nivel de satisfacción de manera previa y posterior a la aplicación de la metodología. En las respuestas al test de Likert, se presentó una variación porcentual del nivel de satisfacción que para el grupo control oscila entre -5,0% y 3,6%, y para el grupo experimental entre 1,3% y 12%. Basado en los resultados se concluye que la metodología asistida por simulaciones computarizadas permite obtener una variación positiva en el nivel de satisfacción, mayor que con la metodología tradicional. PalabrasAbstract A teaching methodology was designed using computer simulation to analyze its impact on student´s satisfaction level with the teaching of physical phenomena. Five simulations on oscillatory movement were created using the GeoGebra software, and a questionnaire was designed to motivate the autonomous exploration of the simulations. In the control group the subjects were oriented in a traditional way and in the experimental group the traditional methodology was combined with the use of the simulations. A Likert test was applied to measure the satisfaction level before and after the application of the methodology. In the responses to the Likert test, a percentage variation of the level of satisfaction was presented, which for the control group ranges between -5.0% and 3.6%, and for the experimental group between 1.3% and 12%. Based on the results it is concluded that the methodology assisted by computer simulations allows to obtain a positive variation in the satisfaction level, greater than that which uses the traditional methodology.

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“…Geogebra has also been widely used to design various applets of calculus concepts [5]. GeoGebra as a mathematical software has enabled students to learn the concept of symmetry better.…”

Section: Introductionmentioning

confidence: 99%

Solving the heart curve with geogebra

et al. 2018

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Heart symbols are used as expressions of love. There are several mathematical explanations that can produce a curve in the shape of a heart symbol, the most famous of which is cardioid. Graphs that look exotic like cardioid and limacon can be solved using polar coordinates. Polar equations r = a ± b cos θ and r = a ± b sin θ, with a and b positive are called limacon curves, for the special case a = b is called the cardiod. Computer technology is an alternative that can be used to help this. One of the computer programs that can be utilized as a medium of mathematics learning especially in drawing the heart curve is GeoGebra. GeoGebra is a dynamic mathematical software that combines geometry, algebra, and calculus. GeoGebra program serves as a learning medium that provides a visual experience to students in interacting with the concept of polar coordinates in solving the problem of the heart curve.

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Calculus & GeoGebra, an Interesting Partnership

Cited by 36 publications

References 1 publication

Some of the Potential Affordances, Challenges and Limitations of Using GeoGebra in Mathematics Education

Some of the Potential Affordances, Challenges and Limitations of Using GeoGebra in Mathematics Education

Metodología para la Enseñanza del Movimiento Oscilatorio mediante Simulación Computarizada

Solving the heart curve with geogebra

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