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GeoGebra Dynamic Mathematics for Everyone

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1 GeoGebra Dynamic Mathematics for Everyone
Improving Students’ and Teachers’ Motivations in Learning Mathematics with Technology Zsolt Lavicza Faculty of Education University of Cambridge

2 Overview Aims of the project Developing the project
Participation in the project Actions needed for the project Building on the project (Partner Schools) It was Markus’ masters thesis and then he put it on the web and it became very successful

3 Aims of the Project To get students like maths more to find
what motivates them; how to engage them; how to improve their maths skills How to build and support a sustainable system/network of engaged learners and teachers

4 What can/should be done?
Ask for information from different stakeholders Students Teachers Head Teachers Policy Makers Develop a training and support systems Trial in a small number of schools Further improve materials Disseminate results system-wide

5 How the project could be structured?
Asking – Questionnaire Analyzing – Analysis of questionnaires Developing – Joint work on training materials Trialing – Try materials in training and schools Improving – Reassess materials based on data Disseminating – Share with wider audience Building sustainability – Partner School Network It was

6 Asking Questionnaire

7 Questionnaire What motivates What difficulties they face?
Students; Teachers; Head Teachers; Policy Makers? (documentary analysis) What difficulties they face? What they wish to have for improvement? What are their beliefs (maths/technology)? It was

8 Questionnaire Exploratory study Possible structure of Questionnaire
Learn about the field and situation Approach: Grounded Theory (Glaser&Strauss, 1967) Possible structure of Questionnaire Background (closed) Exploratory triplets (Maths/Technology) (open) Motivations Difficulties Wishes Beliefs (for research?) (closed) Participation/feedback request (closed) It was

9 Questionnaire - Students
Background Gender; age; availability/use of technology – home/school; computer skills; extent of computer use; GeoGebra knowledge home-school… Motivation – Difficulties – Wishes Maths Technology/GeoGebra Participation Comments Keep it short and simple It was

10 Questionnaire – Teachers!!!
Background Gender; age; how long teach; tech skills/usage; % of tech in/out of school; GeoGebra knowledge/usage; equipment availability? (Extended questionnaire here) Motivation – Difficulties – Wishes Maths Technology/GeoGebra Beliefs (next) Participation Comments It was

11 Questionnaire - Teachers
Beliefs Section – for research purposes (repeated?) Technology part of Mathematical Literacy Views on technology-assisted teaching and learning Factors hindering technology-assisted teaching and learning It was

12 Questionnaire – Head Teachers
Background of schools Equipment/uses of computers/technology; teachers’ use of technology; support for technology; training; skills; Strategy of school with maths/technology Motivation – Difficulties – Wishes Maths Technology/GeoGebra Participation Comments It was

13 Questionnaire – Policy Makers
Possibly not necessary to ask them directly Review of Policy Documents Curricula Directives Recommendations for teachers Teacher training Documentary analysis It was

14 Questionnaires It was

15 Questionnaire - Decisions
Audience – All groups? Coverage – Which schools? Extent – Basic vs. complex? Purpose – Information only or recruitment? Type - Paper vs. on-line? Culture – Suitability/Language for Austria/CzechR Frequency – Once/more times? Other – Many other considerations It was

16 Analyzing Analysis of Questionnaire

17 Analysis of Questionnaire
What do we get? Feedback on current state Feedback for developments Analysis Closed items – Statistics (easy) Open items – Qualitative: Constant comparison (complex) Purpose Immediate consideration (report on Meeting 1) Further research (student theses, publications) Who? Students + Researchers It was

18 Developing Joint work on training materials

19 Aims of NCETM project Establish a group of GeoGebra experts who can lead activities in England Build a network of teachers/professional developers in England Create support network for teachers Find out together how to run professional development activities Develop materials together that are aligned with the English curriculum Write papers and present in conferences Prepare for the establishment of GeoGebra Institutes in England

20 NCETM project Participants
Teachers with GeoGebra knowledge 9 (instead of 4) teachers from different part of England Work on different levels and topics of GeoGebra Collaborative activities and sharing with the community (local Wiki) To offer support and professional development for teachers in England

21 NCETM project Data collection Analysis/Outcome
Collecting a pool of GeoGebra materials from participant teachers Videotape meetings and workshops Interview participants Workshop feedback questionnaire Analysis/Outcome Identify topics/levels in the English curriculum Incorporate ideas from teachers into development (PD and software)

22 NCETM project Theoretical framework
Utilising experiences from the LCM and ICTML projects in Norway by Barbara Jaworski and Anne Berit Fuglestad Utilising communities of practice research and activity theory Tight collaboration of teachers and researchers (didacticians)

23 NCETM project A learning community is group of people who (express the intention to) work together on common areas of interest and with respect to common goals -- and learn through the collaborative process. In a learning community, “learning involves transformation of participation in collaborative endeavour” (Rogoff, Matusov & White 1996, p. 388).

24 NCETM project Encourage teachers to work together
work with mathematics educators engage in research activities evaluate their own work think about curriculum design publish their work concentrate on topics within their own interest develop networks (locally)

25 Proposed frameworks Use ideas and theories of NCETM Project
Community of Practice (teachers+researchers) Activity Theory (review of development complexity) Together with Design Experiments (countinuous trial and review materials) Grounded Theory for analyzing data It was

26 Proposed Actions/Timeline Y1
Sept/Oct: Questionnaire/Analysis Nov: ProjMeet-1: Analysis presentations; development/participation decisions Nov-Feb: Initial material preparation March: ProjMeet-2: Training preparation/schedule March-May: Initial trainings and data collection June: ProjMeet-3: Analysis/discussion of training data – refining training – plans for Partner School Network – Plans for Year2 It was

27 Disseminating Share with wider audience

28 Incremental extension/expansion
Within project partners Continuous improvement of materials Within regions of the project Trialing in close regions Within project countries Recommending for wider use within countries Internationally Within the IGI Institute Network Developing GeoGebra Partner School Network It was

29 Sustainability Building a GeoGebra Partner School Network

30 GeoGebra Community If you want to go fast, go alone.
If you want to go far, go together. Warren Buffett It was

31 World Wide User Community
62 Languages 190 Countries 100 Institutes (70 Countries) GG in textbooks over 40 Countries 43 Developers 200 Translators Online Learning Objects 900,000 unique visitors/month 400,000 downloads /month 6.2 million downloads in 2011 On 5.5 million classroom laptops GeoGebra is growing all around the world

32 Visitors from190 countries

33 GeoGebraWiki – Shared examples

34 GeoGebraTube Material Platform Direct upload from GeoGebra Rating
Comments Florian Sonner, Germany 34

35 GeoGebraTube Uploads It was

36 GeoGebraForum – Questions/help

37 Aims of the International GeoGebra Institute (IGI)
Teacher training and support Offer workshops & support Material and software development Share free materials Research Encourage and coordinate collaborative research (Outreach) Enable disadvantaged communities Three main aims of IGI

38 100 Current GeoGebra Institutes 70 countries. More coming soon …


40 Difficulties of serving large communities
GIs can reach mostly local teachers/communities Members work in different institutions Large geographical areas to cover If many people involved that results too large staff Maintain independence of work It is very important to do research on GeoGebra both on the use and development

41 Towards a GeoGebra Institute network
Rather than country-wide institutes, GI network serves better a country’s needs Establishing local institutes, but encourage a coordinating committee (locally decided) Individual application followed by a network application

42 Institute network case: Spain

43 Planned Institute Centres
Linz, Austria – Software development Budapest, Hungary – Community support Cambridge, UK – STEM and Research Possible other centres

44 Community and project support
Assist the community with Events Research training GeoGebra materials Activities Distribute responsibilities (Committees) Research Coordination Support

45 Initial ideas for Partner School Network
Involve more teachers in the community Schools experimenting with the use of GeoGebra Encourage collaboration among schools and teachers Be able to offer more support Sponsors can donate to schools IGI website has many information about what is happening with GeoGebra

46 What is the GGB Partner School Network?
We should figure it out in this project We should hear ideas from teachers and schools We should learn from successes and difficulties of the GeoGebra Institute Network We should have a working and active network What kind of support such system would need? Current ideas: Involve- motivate- support –reward Students Teachers Schools It was

47 What are the requirements for GGB-PS?
Dedication to improvement of teaching with technology Core group of GeoGebra users (Certification) Train and support all teachers in schools Show activities on GeoGebraTube (channels) Engage in collaboration within, among PSs Local – Regional – National – International Some part(%) of teaching dedicated to GeoGebra Show activities on the School website (Badge) It was

48 How to support PSs? Development of: Organization of:
Certification/reward system for students, teachers, schools The channel system in GeoGebraTube Materials for a working system Organization of: Workshops, events, competitions, contests Exchange programmes teacher/student (Erasmus) Administration of: All needs of PSs and try to find financial support Membership, activities and collaboration It should become prestigious and beneficial for schools being part of the PS Network It was

49 Please comment and discuss any aspects of the
Thank you!!! Please comment and discuss any aspects of the project and plans!!! It was

50 The Plan  Beginning of September Student interviews
3-5 pilot interviews – Write up individual reports Czech-Austria meeting- summarise this report Partner School ideas Keep an open eye what you observe in your school – prepare a 3-5min presentation about your ideas Project advertisement Advertise the project on website and leave space for feedback Project meeting – End of October Discuss results from interviews 5min presentation for partner schools Decide about the February seminars It was

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