Introduction to GeoGebra and Collaborative Learning of Math over the Internet Loretta Grisi-Dicker Doctoral Student Rutgers Graduate School of Education - New Brunswick Department of Urban Education – Newark NJIT C 2 PRISM Free Hands-On Professional Development Teacher Workshop March 21, 2012
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Introduction to GeoGebra and Collaborative Learning of Math over the Internet Loretta Grisi-Dicker Doctoral Student Rutgers Graduate School of Education.
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Introduction to GeoGebra andCollaborative Learning of Math
over the Internet
Loretta Grisi-DickerDoctoral Student
Rutgers Graduate School of Education - New BrunswickDepartment of Urban Education – Newark
NJIT C2PRISM Free Hands-On Professional Development Teacher Workshop
March 21, 2012
Agenda
• Introduction to GeoGebra– Why do it? What is it? How to get it? (5 minutes)
– Do some dynamic math in GeoGebra:• Using a dynamic worksheet (10 minutes hands on)
• Doing your own construction (10 minutes hands on)
• Collaborative Learning of Math over the Internet– NSF eMath Project:
• Virtual Math Teams with GeoGebra (VMTwG) (5 minutes)
• Professional Development Courses using VMTwG (5 minutes)
• Questions and reactions (10 minutes)
Why do it?
“students consider the available tools [such as] dynamic geometry software… to explore and deepen their understanding of concepts” (Core Curriculum State Standards for Mathematics, p. 7)
Do some dynamic math in GeoGebraUsing a dynamic worksheet
Math: What a drag!Squares, Squares, Squares,...You will see six squares
- or do they just look like squares?1. Drag the vertices of each square with the mouse and write down what you can observe. 2. Try to come up with a conjecture about how each square was created and write it down.
Do some dynamic math in GeoGebraDoing your own Construction
Collaborative Learning of Math over the Internet
NSF eMath Project:
• Virtual Math Teams with GeoGebra (VMTwG)
• Professional Development Courses using VMTwG
Computer-Supported Math Discourse Among Teachers and Students (eMath)
NSF-funded research project (DR K-12)• Cyber infrastructure: VMT VMTwG• Professional learning for teachers• Teachers engage students with VMTwG• Student performance data
VMTwG
• Computer Supported Collaborative Learning: Virtual Math Teams with GeoGebra (VMTwG) – Replayer
• Curricular challenges– In-service teachers who have already allotted time for
graduate level course.– Choose the least favorite topic that you teach, and replace
lessons around that topic with DGE.
• Cognitive challenges– Directly to preparing teachers to engage their students in
learning mathematics using DGE– in a collaborative online environment – With focus on significant mathematical discourse
Catapult Pedagogy
• Simulate classroom procedures of periodically calling the class together to make meaning of an activity
• Designing each module with Multiple stages: – Asynchronous (preparation and review of prior modules, getting
everyone on the same page, noticing and wondering)– Synchronous (reflection on the mathematics, talking about the
activity before doing it, describing what will be done, doing the math activity synchronously and collaboratively)
– Asynchronous (reflections on the math, the discourse, and the VMTwG system)
– Synchronous (reflection on discourse moves, and reflect on what the experience was like for them, and how they will structure it for their students)
Significant Math Discourse
Successful and unsuccessful discourse moves can be identified and discussed
In VMTwG:Discourse is captured, and can be viewed in a spreadsheet log
Significant Math Discourse
• Socialization in math community
• Socialization in math community
• Language of math & practices
• Collaborative learning thru discourse
• Accountability to each other, to math domain, to math community standards
• Conceptualization & articulation
Second online, graduate level course
• In the second course, teachers will implement what they have learned in their own classrooms, – within the context of their current curriculum; – with mentoring and resources to support this
effort.
Interesting Questions To Look at Closely
• How do we assess the transformation that takes place in the teachers?
• How can we provide optimal scaffolding, – not overwhelmed in the beginning, – yet having sufficient skill and confidence to
implement what they have learned with their students and
– mentor other teachers, the following school year?
More Interesting Questions To Look at Closely
• How does the development of significant mathematical discourse within VMTwG influence students’ mathematical performance?
Arthur B. Powell, Ph. D.Associate Professor & ChairDepartment of Urban Education – NewarkPrincipal Investigator – NSF eMath project DRL-1118888Rutgers [email protected]
Loretta Grisi-DickerDoctoral StudentGraduate School of Education – New BrunswickDepartment of Urban Education – NewarkRutgers University [email protected]