The Area of the Disk in Middle School Grade by GeoGebra.

Lognoli, David

doi:10.3991/ijet.v12i11.6834

Cited by 9 publications

(10 citation statements)

References 12 publications

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“…Visualisation and exploration of mathematical objects in multimedia environments can make learning concepts easier. In recent years, the use of software has increased, especially in geometry teaching (Lognoli, 2017). The dynamic geometry software gives the opportunity to learn concepts, their properties and mathematical relationships between concepts in interactive ways, allowing for dynamic manipulations on shapes, which allows inferences such as generalisation and seeing plenty of examples, deciding on specific situations.…”

Section: Education Culture and Intercultural Encounters Of Individual Potentialmentioning

confidence: 99%

A practice for using Geogebra of pre-service mathematics teachers' mathematical thinking process

Hangül

Çeziktürk

2020

PROSOC

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We aim to examine the pre-service mathematics teachers' mathematical problem-solving processes by using dynamic geometry software and to determine their evaluations based on experiences in this process. The design is document analysis, one of the qualitative research approaches. In the fall semester of the 2019–2020 academic year, a three-problem task was carried out in a classroom environment where everyone could use geogebra individually. A total of 65 pre-service mathematics teachers enrolled in the course of educational technology. This task includes questions that they would use, their knowledge of basic geometric concepts to construct geometrical relations and evaluations related to this process. Besides the activity papers of the prospective teachers, geogebra files were also examined. The result is pre-service mathematics teachers who are thought to have a certain level of mathematical background are found to have incorrect/incomplete information even in the most basic geometric concepts and difficulties with regard to generalisation. Keywords: Dynamic geometry, geogebra, instructional technologies, mathematical thinking, teacher education.

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Section: Education Culture and Intercultural Encounters Of Individual Potentialmentioning

confidence: 99%

A practice for using Geogebra of pre-service mathematics teachers' mathematical thinking process

Hangül

Çeziktürk

2020

PROSOC

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“…relacionadas à temática abordada neste artigo e que bem teriam aportado elementos importantes aos resultados da revisão realizada. O grupo temático # 1 relaciona os estudos de Scaglia & Götte (2008), Bastos, Poffal & Meneghetti (2015) e Lognoli (2017). Esses artigos têm em comum propostas de atividades que envolvem o uso de SGD, com ênfase em experiências de desenvolvimento profissional de professores de matemática, tarefas matemáticas e estratégias pedagógicas para o ensino de geometria na Educação Básica.…”

Section: Metassíntese Do Eixo 1: "Dynamic Geometry" -Geogebraunclassified

“…Os autores finalizam o artigo descrevendo a aplicação das tarefas com os alunos e comentam que a experiência concretizada em aula ajudou, entre outros aspectos, a modificar concepções errôneas dos fundamentos do estudo da circunferência. Lognoli (2017) propõe três estratégias didáticas para o ensino da área do círculo utilizando o software GeoGebra. As três estratégias baseiam-se em processos de visualização e exploração dos conceitos geométricos envolvidos, estudados previamente com materiais manipulativos.…”

Section: Metassíntese Do Eixo 1: "Dynamic Geometry" -Geogebraunclassified

Tarefas investigativas de geometria dinâmica e saberes do professor que ensina matemática: uma revisão de literatura

Araujo

Pazuch

2020

JIEEM

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ResumoEste artigo reporta a revisão de literatura de uma pesquisa sobre os saberes mobilizados por um grupo de professores que ensinam matemática, em um contexto formativo, quando se engajam na elaboração de tarefas investigativas de geometria dinâmica para o ensino de geometria. O objetivo do artigo é analisar as contribuições da literatura para a elaboração de tarefas investigativas de geometria dinâmica como atividade específica do professor que ensina matemática, com foco nos saberes mobilizados nessa atividade. Para tal, optou-se por uma estratégia de busca de informação baseada na definição de dois eixos temáticos, quais sejam, “Dynamic Geometry” – GeoGebra (uma vez que interessam tarefas elaboradas com esse software) e “Teacher Knowledge” – Mathematics. Cada expressão anterior indica um descritor de busca, posteriormente inserido em três bases de dados (Redalyc, SciELO e Web of Science). O processo de busca resultou em 21 estudos, analisados e relacionados entre si conforme o método de revisão metassíntese. Os resultados obtidos mostram, entre outros aspectos, que as tarefas de cunho investigativo são predominantes nos cenários de ensino de geometria que incorporam Software de Geometria Dinâmica (SGD). Porém, esses resultados também revelam a ausência de pesquisas focadas na maneira em que professores que ensinam matemática elaboram esse tipo de tarefa e mobilizam saberes para tal fim, constituindo essa ausência um campo de pesquisa sobre esse tema. Palavras-chave: Formação de professores. Software GeoGebra. Educação Básica.Abstract This article reports a literature review about mathematics teacher’s knowledge mobilized from a teacher group in a formative context, when they are engaged in the elaboration of investigative dynamic geometry tasks’ elaboration for teaching geometry. The objective of the article is to analyze the contributions from the literature regarding the elaboration of investigative dynamic geometry tasks, as a specific activity of teaches mathematics teacher, focusing on the mobilized knowledge in this activity. For that, we opted for an information search strategy based on the definition of two thematic axes, namely, “Dynamic Geometry” –GeoGebra (since the tasks developed with this software are interesting) and “Teacher Knowledge” –Mathematics, being that each previous sentence (separated by a hyphen) indicates a search descriptor, later inserted in three databases (Redalyc, SciELO and Web of Science). The search process resulted in 21 studies, analyzed and related to each other according to the meta-synthesis review method. The results obtained show, among other aspects, that investigative tasks are the predominant type of task in geometry teaching scenarios that incorporate Dynamic Geometry Software (SGD). However, these results also reveal the absence of research focused on the way in which mathematics teachers elaborate this type of tasks and mobilize knowledge for this purpose, the former constituting a research field on this topic.Keywords: Teacher Education. GeoGebra Software. Middle and High School.

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“…This software is user friendly and can improve students' conceptual understanding, critical thinking skills, and learning activities [28,9,46,40]. It can also be used to teach and learn mathematics to make the process easier for students to understand the concepts quickly and correctly, thereby providing an interactive learning environment [47]. Furthermore, this software provides accurate calculations, making it easier for students to effectively analyze geometric problems [23].…”

Section: Introductionmentioning

confidence: 99%

Improving Students' Spatial Ability with GeoGebra Software

Yerizon¹,

Dwina²,

Tajudin³

2021

ujer

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Technology plays a significant role in all aspects of human life, including the education world. For instance, the use of computer media in the learning process is very useful for improving students' mathematical abilities such as GeoGebra. Therefore, this research aims to describe the results of various studies on the usage of GeoGebra software as a mathematical learning tool to improve students' spatial abilities. This is a descriptive research where intensive and rigorous literatures were reviewed, with data collected from previous studies on GeoGebra software's effect on learning mathematics. Several related electronic databases were explored to investigate for the relevant articles. The relevant articles identified using the snowballing method. The result showed that the use of GeoGebra software is one of the most frequently used technologies in the mathematics classroom as well as in other fields of science because of the great potential of this software in helping students to master important mathematical concepts and offer features specific to mathematical concepts for mathematics learning. The use of GeoGebra helps students understand mathematical material and improve spatial abilities, visualize and animate mathematical objects as well as motivates students to learn mathematics using GeoGebra.

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The Area of the Disk in Middle School Grade by GeoGebra.

Cited by 9 publications

References 12 publications

A practice for using Geogebra of pre-service mathematics teachers' mathematical thinking process

A practice for using Geogebra of pre-service mathematics teachers' mathematical thinking process

Tarefas investigativas de geometria dinâmica e saberes do professor que ensina matemática: uma revisão de literatura

Improving Students' Spatial Ability with GeoGebra Software

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