An Analysis of Students' Research on Model Lessons That Integrate GeoGebra into School Mathematics

摘要

After participating in a GeoGebra orientation, prospective elementary and secondary school mathematics teachers completed a senior-level course project in which they researched and prepared model lessons that incorporated GeoGebra into the curriculum they were preparing to teach. The future teachers then concluded the project by presenting their model lessons to classmates in the course. Presentations were videotaped and analyzed for content and categories of tools and activities that were used in the lesson. All model lessons emphasized multiple geometric constructions and measurement activities. Project presentations showed that the prospective teachers exhibited considerable expertise in using GeoGebra's coordinate axes, sidebar display of measures, and a various measurement tools in presenting the results of the research. Results showed that over 80％ of the future teachers used some form of dynamic geometry in their presentations, although there were often missed opportunities wherein dynamic geometry could have provided demonstrations that were more extensively and illustratively presented. Student presentations also used dynamic geometry as aids in constructing figures for the presentations, as a means for adjusting lengths to integer values, and as possible extension activities for the model lessons. Conclusions include suggestions for increasing the effectiveness of dynamic geometry and the use of sliders in future student research projects.