GeoGebra Enabled Mathematics Curriculum – A Future Perspective

This time we have asked P. K. Chaurasia (Ph.D.) from the National Council of Educational Research and Training (NCERT), New Delhi to share his thoughts about GeoGebra and its use in math curriculum.

The mathematics education community is constantly engaged in finding out how children best learn mathematics. The current National Curriculum Framework (NCF-2005) in India, developed by NCERT describes two goals, a “narrow aim” and a “higher aim” of mathematics education. The higher aim is about developing the children’s inner resources to think and reason mathematically, so that they become capable of making logical conclusions and handling abstractions. While following the „narrow aims” means equipping children with very good algorithmic skills by just having them remember the formulas.  At NCERT our  ambition is to chieve this „higher aim” rather than only the „narrow aim”.

As NCF recommends, the teacher’s role is to create opportunities for children to build their own understanding of concepts. However, if only we could discover precisely how children best learn mathematics then we could work out exactly how to teach them the subject in the most effective way.

It is easy to realize that GeoGebra promotes experimental learning and  can be used to represent mathematical content in multiple ways. So, the question – is can an innovative integration of GeoGebra in Mathematics curriculum support the learning of mathematics adapted to the children’s own learning styles?

Even though GeoGebra can influence what is taught, teachers need to design the suitable instructions and environment that best support this approach. Well-applied  GeoGebra can support  requirements of learning outcomes  as it helps the children process mathematical concepts through investigation and problem solving.

GeoGebra can also be seen as a catalyst for a paradigm shift. Since educational materials and books became accessible for everyone jn an electronic form, education has experienced a gradual shift away from the idea that its success relies on the student’s capacity to memorize and accurately recall large amounts of information.

Instead, greater emphasis has been placed on developing research and problem-solving skills; on equipping students with effective inquiry skills, including the ability to find and process new information using digital technologies. Many educators now see GeoGebra, with its interconnectedness, as an environment rather than just a tool for learning and teaching. The difference between these two perspectives is significant, the former requiring a fundamental change in methodology and teaching practice for many teachers. We should draw a road map for achieving the ultimate target of the highly progressive GeoGebra enabled Mathematics curriculum.

P.K. Chaurasia will be one of our key-note speakers at the pre-ATCM GeoGebra conference in Mumbai, December 2013. Follow his work at http://pkchaurasia.iitiancollege.info.

Related Posts

  • GeoGebra in Ireland Last week I spent two wonderful days in Ireland. Maynooth is a little city not far from Dublin. The 7th Annual Conference in Mathematics and Statistics Service Teaching and Learning had a […]
  • GeoGebra in India: perspectives of GeoGebra in developing countries An important issue in teaching mathematics with GeoGebra is how the so called developing countries can get access to it and benefit from this software. We will follow up here with a series […]
  • GeoGebra Workshop in Bhilai, India The workshop was organised by GeoGebra Institute of SCERT Raipur, C.G. India at Bhilai. The event took place in a Teacher Education College , Rungta College of Science and Technology, […]
  • Methods of Teaching with GeoGebra There is a great deal of GeoGebra-related information on the Web that focuses on (a) the technology (how to use the various features and tools in GeoGebra), or (b) the sharing of Dynamic […]
  • Keynote at the 3rd Nordic Conference Please take your time to read about the Nordic GeoGebra Network. It is a network of GeoGebra Institutes in the northern part of Europe. The Nordic GeoGebra Network is a collaboration […]
Posted in Community Tagged with: , , , ,
2 comments on “GeoGebra Enabled Mathematics Curriculum – A Future Perspective
  1. Terrific! I am inspired by Hans Freudenthal, who said that students learn math best by reinventing it for themselves. GeoGebra lets me give students that opportunity – even at the upper levels of secondary school math. It is certainly becoming the environment in which I learn best, and I continue to explore how to make it the environment in which my students can learn best.

  2. สตีน กรอด says:

    But when you can consider GeoGebra to be a paradigm shift in having concurrent multiple representations it is still far from a shift for real. And let me try to elaborate a little on this. Geogebra makes classic constructions based on a rule of a compass more intuitve and at the same time likewise making geometrical representation of algebraic expression intuitive as well. This is then combined into the instant multi-representation that originally gave name to the program. So far so good.
    (But) This is just two possible ways of considering geometrical constructions. The program really doesn't make foldings more easy although they are very important. They can be simulated at least to a certain extent but not very easy. There is another software doing much better within this area.
    Now what is much more important to me is that Geogebra has be missing an important point in the connection between algebra and geometry. The algebraic language is designed (or developed) to write relations. So relations is objects in themselves. Like the relation to be tangent is an object and not only a construction. But in Geogebra it is really none of the things more something in between. There is a tool for construction of tangents, but although it returns an algebraic expression for this tangent, the tangent is not turned into a object itself. And you can't use the relation tangent to make two objects tangent to each other as you could have if tangent was an object in itself, much more than a construction.
    This step has Geogebra not taken, but other softwares have. Most important most of the professional computer aided softwares (CAD) which means that most of the students probably learn a lot of historical mathematics but not the mathematics after the shift in the paradigm. And what is much more worse: It will never turn geometric constructions into the intuitive thing is can be – and intuition is where the children are.

1 Pings/Trackbacks for "GeoGebra Enabled Mathematics Curriculum – A Future Perspective"
  1. […] GeoGebra Dynamic Mathematics in India (GeoGebra Enabled Mathematics Curriculum – A Future Perspective http://t.co/vjWt1NOuTG)  […]

Follow

About GeoGebra

GeoGebra is free and multi-platform dynamic mathematics software for all levels of education that joins geometry, algebra, tables, graphing, statistics and calculus in one easy-to-use package. It has received several educational software awards in Europe and the USA.

Quick Facts

  • Graphics, algebra and tables are connected and fully dynamic
  • Easy-to-use interface, yet many powerful features
  • Authoring tool to create interactive learning materials as web pages
  • Available in many languages for our millions of users around the world
  • Free and open source software
© 2017 International GeoGebra Institute