GeoGebra: Do the Math is a series of screencast tutorials for teachers and/or students. The tutorials were initiated as a project to support Maine math teachers in the integration of technology in the classroom. What is GeoGebra provides an overview of the program and its capabilities. Several tutorials present the program's menu options and tools in step-by-step format. Another group of tutorials provides examples of GeoGebra learning activities in major math content areas. These tutorials are intended as a visual supplement to printed guides and documentation. GeoGebra users can find a wealth of guidance and examples at www.geogebra.org. A web search such as "GeoGebra Pythagorean Theorem" will yield hundreds of additional articles, examples, and applets.
abstract: "In this paper I address the use of digital tools (GeoGebra) in open ended design
activities, with primary school children. I present results from the research and
development project "Creative Digital Mathematics", which aims to use the pupil's
development of mathematical board games as a vehicle for teaching skills with
GeoGebra, as well as an entrepreneurial attitude towards mathematics. Using the
instrumental approach I discuss how open ended transdisciplinary design activities
can support instrumental genesis, by considering the extent to which the pupils
address mathematical knowledge in their work with GeoGebra and how they relate
their work with GeoGebra and mathematics to fellow pupils and real life situations.
The results show that pupils' consider development of board games as meaningful
mathematical activity, and that they develop skills with GeoGebra, furthermore the
pupils considers potential use of their board game by classmates in their design
activities."
From a conference held May 19-20, 2012, includes: "Math Strategies in Digital Storytelling: Effects of Multiple
Pedagogical Agents on Learning Single-Digit Addition Strategies", "Connected to Word Problems: Improving Mathematical Problem Solving
While Exergaming," "Digital Modeling Artifacts as Geometric Thinking & Learning: Top, Side and
Perspective Views to Improve Spatial Abilities," "Credibility of Culturally Situated Design Tools: Mathematics and Black
Identity," "The Use of Dynamic Geometry Software for the development of Specialized
Subject Matter Knowledge."
"The article reports the main insights gained from a study that implemented a
game-enhanced learning environment for the training of pre-service
elementary school teachers. Teachers taking an undergraduate mathematics
methods course experienced some of the ways in which online educational
games could help students internalize key mathematical concepts across the
school curriculum while at the same time improving their attitudes towards the
subject. The course also familiarized teachers with the design principles for
constructivist gaming environments. Findings indicate a positive impact on
teachers' competence in selecting, evaluating, and productively using online
games as an instructional tool."
Criticism of technology in math and science education, particularly asserts studies that outline benefits of tools either lack rigor or are effectively marketing for such resources.
From the abstract: :The first aim of this discussion is to suggest a framework for designing
serious games based on game features in commercial games, opinions of fourth graders and their teachers, literary studies,
contemporary learning theories, as well as successful and unsuccessful similar endeavours. The second part of this paper
describes a concrete example of a maths game based on the proposed framework that implicitly tests math and collaboration
skills. The game is made of three components: the game itself, a social network, and a teacher reporting tool. Despite a
growing interest in GBL, some teachers are reluctant to use serious games in school. To increase usage of serious games as
resource, it is important to equip teachers with information and address their concerns. The paper concludes with the idea
that serious games need to be designed well in order to provide the immersion and collaborative active learning that most
learning theories recommend."
The NSDL was created by the National Science Foundation in 2000 to provide organized access to high quality online resources and tools that support innovations in teaching and learning at all levels of science, technology, engineering, and mathematics education.
"As Markov chains have become commonplace tools, the story of their origin has largely faded from memory. The story is worth retelling. It features an unusual conjunction of mathematics and literature, as well as a bit of politics and even theology."
Visit uStudyhall .com for 7th grade math problems page to practice math problems in an easy and fun way. uStudyhall provide online learning education for student by which they improve their school performance with the help of uStudyhall online practice tools!
Abstract: "In spite of the efficacy of Operations Research (OR), its tools are still
underused, due to the difficulties that people experience when describing a
problem through a mathematical model. For this reason, teaching how to approach
and model complex problems is still an open issue. A strong relation exists
between (video) games and learning: for this reason we explore to which
extent (real time) simulation video games could be envisaged to be an innovative,
stimulating and compelling approach to teach OR techniques."
" The use of logarithms, an important tool for calculus and beyond, has been reduced to symbol manipulation without understanding in most entry-level college algebra courses. The primary aim of this research, therefore, was to investigate college students' understanding of logarithmic concepts through the use of a series of instructional tasks designed to observe what students do as they construct meaning. APOS Theory was used as a framework for analysis of growth.
APOS Theory is a useful theoretical framework for studying and explaining conceptual development. Closely linked to Piaget's notions of reflective abstraction, it begins with the hypothesis that mathematical activity develops as students perform actions that become interiorized to form a process understanding of the concept, which eventually leads students to a heightened awareness or object understanding of the concept. Prior to any investigation, the researcher must provide an analysis of the concept development in terms of the essential components of this theory: actions, process, objects, and schemas. This is referred to as the genetic decomposition. The results of this study suggest a framework that a learner may use to construct meaning for logarithmic concepts. Using tasks aligned with the initial genetic decomposition, the researcher made revisions to the proposed genetic decomposition in the process of analyzing the data. The results indicated that historical accounts of the development of this concept might be useful to promote insightful learning. Based on this new set of data, iterations should continue to produce a better understanding of the student's constructions. " (from the abstract)