Student-centred-Files Submissions

and Implementation Report ...

- Your Topic 6 files
- Your Conceptually-based files
- Your Student-centred files

- Your explainer comments that accompany your files (assuming you want to explain your files)
- Your implementation report and,
- Your Peer Review.

Submitting Topic 6, conceptually-based and student-centric files to this one page will make it easier for you to access the original files created by participants.

What's the difference between a conceptually-based file for this module and any other GeoGebra file?

There might not be much difference at all! However, I wanted you to create one or more files where your THINKING and PLANNING of the file was based on conceptual understanding ... How can I maximise the change of students experiencing an AHA moment when interacting with this file?

- Your name
- The category (T6 / SC / Conceptual)
- An explainer (eg pythag, advanced trig, ratio, etc)
- For example '
**JoeBloag-Student-Centred-Similarity**' or '**FredrikaNirk-T6-Ratio**'

Write your file explainer comment here ...

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Here is another student-centred file I will be using instead of the distance time graphs. Students will first explore how derivatives of a linear function work and I will lead them into exploring derivatives of an exponential function. The slider will be the game changer here where they will realise that getting the value will close to e will make the derivative graph to look like the exponential function.

Here are some the guiding questions which I will be using to allow students to investigate this concept.

- Sketch in your book what you would expect to see for the derivative of the graph y = 2x. Use the Geogebra tool to confirm your answer.
- Now sketch what you expect to see for the graph of y = 3x. Use the Geogebra tool to confirm your answer
- Now sketch what you expect to see for the derivative of 2^x.
- Can you adjust the slider value so that derivative is the same as the function itself? Use the arrow keys to adjust the slider more precisely. What do you think the value of slider is?
- Generalise your findings about the derivative of exponential functions i.e Formula for derivative of exponential functions

Thanks for sharing and for all the detail Ben. Great work.

Laura KleynI have used Geogebra, largely for teaching functions across multiple grade levels. I have used it both for demonstration and as a student-centered investigation. I have found that I really need to think about my questioning beforehand, as good questioning is key to students understanding the concept. I find Geogebra the MOST useful when used as a student-centered investigation. Again, questioning needs to be well thought out, and guide students to arrive at conclusions. I used an already made GeoGebra file which looked at first principles, but carefully crafted an investigation which I printed and gave to students. In the past I have used this file to demonstrate and derive the formula for first principles. This year rather, in the investigation, I linked the curve give to a real-life application and used guiding questions to allow students to arrive at the formula for first principles themselves. I've just had student-parent-teacher conferences, and in each meeting, I quizzed the students and asked the "what is a derivative". Almost every student's response linked back to the GeoGebra investigation, and all the students correctly defined a derivative. I think my students have really gained a deep understanding, and I think this will work to their benefit as we use derivatives to solve application type problems. Yousef SheriefI used to teach the concept of circles and the measure of central angles inside angles using real circles and real angles - using wooden circles. It was a good idea and it made the process of learning easier. However, GeoGebra makes the concept much easier for students. With GeoGebra, students are more eager to solve every circle theorem. GeoGebra also enables students to discover new-to-them mathematical aspects within circles. RicThank |
Ian AtkinsonSince starting this GeoGebra online course I have made a deliberate effort to include Geogebra in my lessons, particularly with Year 10 Stage 5.3. These students are genuinely interested in the process as well as the result and have picked up the use of sliders and dynamic text very quickly. They are now asking if Geogebra will be included each lesson and their investigative skills have really kicked on. The discussions that have evolved through Geogebra have been pleasantly surprising. I have also worked with Year7 and 8 classes, initially demonstrating some concepts, however it wasn't long before the students wanted to drive the lessons and get some hands-on experience. Demonstrating some more complex concepts with advanced files has also encouraged some of the more capable students to explore further. I now look forward to 2019 and including Geogebra in the new Senior Mathematics Syllabus lessons. I have used Geometry concepts, Linear Relationships, Data, and Trigonometry Geogebra concepts to date with high levels of success. I have also watched a former staff member, who is very skilled in Geogebra, teach and engage students for years. I now feel confident enough with Geogebra to create my own engaging lessons that will be both teacher and student-centred and hopefully drive students to succeed in Mathematics in the years ahead. Peter CurrieThis has given me a much needed insight into Geogebra. I have heard lots about and had used it a bit but was amazed by the depth of what is available. The files i used with my Year 9 and 10's were mainly for demonstration purposes. I got them to do a little construction but it was taking too long for them to do (they were using Ipads and this had its own issues). I reverted to mostly demonstration and working through the completed files on the board. Some of them i took a risk and created as i was explaining. It actually worked quite well. I was surprised how well it worked. The students loved the interactive nature and the ability to manipulate files once they were created. |

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