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Introducing Dynamic Mathematics Software to Secondary School Teachers: the Case of GeoGebra
Article
Judith Hohenwarter, Markus Hohenwarter, Florida State University, United States ; Zsolt Lavicza, University of Cambridge, United Kingdom
JCMST Volume 28, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
Abstract
This paper describes a study aimed to identify most common impediments related to the introduction of an open-source mathematical software package GeoGebra. We report on the analysis of data collected during a three-week professional development programme organised for middle and high school teachers in Florida. The study identified challenges participants face during workshops and evaluated the difficulty levels of GeoGebra tools. Findings of the study, complexity criteria of software tools and commonly occurring difficulties, provided the basis for the development of several new materials assisting workshop activities and contributed to the improvement of introductory GeoGebra workshops.
Citation
Hohenwarter, J., Hohenwarter, M. & Lavicza, Z. (2009). Introducing Dynamic Mathematics Software to Secondary School Teachers: the Case of GeoGebra. Journal of Computers in Mathematics and Science Teaching, 28(2), 135-146. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved August 31, 2024 from https://www.learntechlib.org/primary/p/30304/.
© 2009 Association for the Advancement of Computing in Education (AACE)
Keywords
References
View References & Citations Map- Preiner, J. (2008). Introducing dynamic Mathematics software to Mathematics teachers: the case of GeoGebra. Phd thesis, 264 pages, university of salzburg, austria schumann, H. (1991). Schulgeometrisches Konstruieren mit dem Computer. Teubner und Metzler, stuttgart.
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