Zu einem tieferen Mathematikverständnis

Enhancing Flipped Mathematics Education by Utilising GeoGebra

“…According to Enfield (2016) and Wasserman et al (2015) as well as the definitions of the Flipped Learning Network (2014), it is typical for learning following flipped approaches that pupils develop competencies independently and actively. Likewise, following Kaenders & Schmidt (2014), GeoGebra should facilitate pupils when constructing competencies independently. The pupil feedback of our study indicated that independent learning and using GeoGebra when developing mathematics competencies would also require clear and unambiguous task communication.…”

“…It has been developed for learning in schools, and thus the distinctive features of schools are taken into account by GeoGebra. It is free of charge and can be used by pupils for both school and extracurricular learning (Kaenders & Schmidt, 2014;Ruppert & Wörler, 2013). According to Iriarte, Aginaga, & Ros (2014), another advantage of GeoGebra is that it operates on all standard system software and can be operated via web browsers as well.…”

“…The open GeoGebra applications of the GeoGebra community were significant for our study in that they should facilitate teachers in developing learning environments and support pupils in finding materials according to their learning needs and thus personalising the learning environments. According to Kaenders & Schmidt (2014), both these applications and other GeoGebra functions can be used as a -colourful finished toy car‖ or as a -modular system‖ in schools. GeoGebra as a colourful finished toy car means that teachers develop applications or provide applications to pupils while learning.…”

“…Potentially relevant design elements when combining flipped approaches and using higher-level technologies in mathematics education at secondary schools were explored in our study in real educational settings. We used design-based research (DBR) approaches in our educational study, as according to Kaenders & Schmidt (2014) and Ruppert & Wörler (2013) real educational settings are too complex to create laboratory conditions and therefore utilising design-based research in such situations could be fruitful. Also, utilising DBR approaches in our educational study should be appropriate, as exploring design elements central to pupils when combining flipped approaches and GeoGebra took place in authentic teaching and learning environments.…”

“…In our educational study, we have changed the technological orientation of flipped education away from exclusively using videos passively towards utilising GeoGebra for exploring mathematics. GeoGebra is a mathematical software package developed for teaching that combines CAS, dynamic 2D and 3D geometry applications, and spreadsheet features (Kaenders & Schmidt, 2014). Furthermore, since Zulnaidi, Oktavika, & Hidayat (2019) have shown in their study positive effects of using GeoGebra on pupils' mathematical learning outcomes and highlight that utilising GeoGebra could make pupils more active in mathematics education and increase interactions in mathematics classes, GeoGebra could be an appropriate technological key medium in our educational study.…”