Background and three-stage approach
CCITE propose a set of 20 STEM (Science Technology Engineering Maths) problem solving projects per year to address the technological education teaching weaknesses in the UK (too narrow, not enough teachers, technophobia and high drop-out rate). However, this is not just a UK problem – it is in varying degrees global. And GeoGebra provides a powerful tool to help – the power of Geogebra is in both the software and its Global network and Institutes. We came up with a three-stage approach:

GeoGebra Milestone CCITE 20-20 STEM Projects Internships
Milestone students might individually and/or in small teams be short-term interns who:
* Identify or indeed develop best practice GeoGebra resource which might be used on these STEM projects.
* Work together developing their communication and teamworking skills in a multi-disciplinary manner.
* Form a start-up Budapest Milestone Geogebra network, interworking with the Global and in particular Cambridge network.
* Present their Geogebra CCITE 20-20 solutions on Geogebra site and/or ORBIT (the Cambridge University Open Resource Bank for Interactive Teaching).
* Receive a signed Cambridge attestation (certificate/letter) of their work.
* Any student who is interested would first discuss with their Milestone tutors. A lead Milestone tutor will mentor the team, and subsequently students may enter in contact with CCITE cc their tutor.

Budapest Geogebra CCITE STEM Collaboration
We might extend this initially with the Budapest educators present at our presentation and discussion. Indeed we are delighted to announce our first collaborators: Colleyeder (www.colleyeder.com) and Eötvös Loránd University (http://nipg.inf.elte.hu).

Global Geogebra CCITE STEM Collaboration
We might extend this further with our global GeoGebra friends in many countries of varying international education ratings (see OECD http://www.oecd.org/pisa/CIEB http://www.ncee.org/programs-affiliates/center-on-international-education-benchmarking/). The highest rating (Shanghai) supports our approach and we feel there is huge potential for global multi-way learning:
The Shanghai core curriculum is the same for all students, an enriched curriculum permits students to choose their own electives and an inquiry-based curriculum is implemented mainly in extra-curricular activities. Learn to solve real-world problems, on cross-disciplinary studies and on the ability to solve problems of a kind that one has not seen before. Notwithstanding Shanghai’s outstanding performance on the PISA assessments, many in Shanghai still see its education system as too rigid and its students as not sufficiently independent and creative to meet the challenges ahead.

We welcome any help we can get:-)

PS See Prezi:
PISA and GeoGebra STEM:

The Nordic GeoGebra Network is a collaboration between teachers, teacher educators and researchers in mathematics education with the aim of sharing materials and exchanging experiences concerning the use of ICT in the teaching of mathematics with emphasis on the GeoGebra software.

The 3rd Nordic GeoGebra Conference is held this weekend in Tartu, Estonia. You can find my presentation here, please feel free to copy it and create your own Prezi.

Here are the slides from the closing:

The slides from the presentations will be online tomorrow. can be found on the Conference site. Thank you for the great presentations.

Markus’ greeeting video:

The keynote of Zsolt and Balazs:

More information on the Conference website. Thanks for joining the Conference. More presentations, slides, group photo are coming later.

You can see the Prezi used for the talk here:

After the keynote, about 20 teachers attended the workshop. The following topics were discussed:

• How to use GeoGebra. The basics, constructing a triangle, bisectors, circumcircle, etc.
• How to save and share the document
• How to download and use available materials from the GeoGebraTube

Thank you GeoGebra Institute of Dublin for organizing this amazing event. And if you visit Maynooth, visit the building called “Logic”, where the maths department resides: