This quality, 4-month, self-paced, online course is an easy path to GeoGebra proficiency!
Becoming proficient with the use of GeoGebra is usually a challenging task, especially when learning via internet searches and/or face-to-face workshops.
However, this self-paced, online course provides an efficient, easy and enjoyable pathway due to the course being a fully facilitated, 15-hours-over-16-weeks, guided learning journey. Participants have 24/7 access to this self-paced, online experience.
In a nutshell ...
Over 50 sequenced, quality GeoGebra files are demonstrated via expert videos.
replicate the course files
create files specifically for their own students
share their files with course colleagues
access and keep all files created by course colleagues
implement GeoGebra with their students
report back on their implementation experiences.
Participants can start implementing GeoGebra into their teaching from as early as Topic Two.
Everyone gets to complete the course!
This is a self-paced course, with an allocated completion time of 16 weeks. However, as teachers have hectic lives and sometimes things get in the way of completing a course in the allocated time - be assured that if you are keen to complete, we will enable you to do so.
GeoGebra is free mathematics
software, dynamically connecting concepts across numerous topics, 6-12.
This online course enables high school mathematics teachers to become
proficient in the use of (computer-based) GeoGebra and to experience its
Participants become better equipped to enhance student engagement and student understanding of the mathematics presented.
The course also provides examples of how GeoGebra can be used to create
formative assessment opportunities and to help teachers provide
feedback to students.
Geometry, graphing, calculus,
measurement, statistics, dynamic formula demonstrations, spreadsheet,
inquiry-based files, student-centred investigations, examples of past
participant submissions and more.
0. Overview / Getting Started ( 15 min )
are welcomed to the course and 'meet' the presenter/facilitator. The
course requirements are explained. Participants introduce themselves via
an introductory post.
1. Getting started with GeoGebra (2 hrs)
GeoGebra skills development. Basic skills are taught in context. A
working GeoGebra file is demonstrated via video. Participants manipulate
the file on their computer. Participants are then guided through the
steps and build the file. This process is repeated for approximately 10
files. At the conclusion of building this first series of files,
participants have learnt a significant number of skills with GeoGebra.
2. Further skill development (2 hrs)
session builds upon the initial skills gained in Session Two and uses
the same learning model. Files covered include reflected and rotated
polygons, locus of a parabola, tangent to function, integration, use of
sliders. Importantly, the ability to create dynamic text within GeoGebra
files is introduced.
3. Consolidation through tasks(2 hrs)
session introduces important new skills and techniques which increase
the power of GeoGebra files, including snapping and deleting points, the
bisector tools, the circle tools, the measure tools and the hide-show
Reflective module 1: Conceptual understanding through clever GeoGebra files. (1.5 hrs )
is conceptual understanding? Strategies to promote conceptual
understanding in students - use of questioning, meta-cognition, creating
a need to learn. Applying these conceptual teaching strategies when
creating GeoGebra files.
4. Clever tools and tricks (2 hrs)
that most of the fundamental GeoGebra skills have been covered,
participants are guided through files which combine various skills, as
well as being introduced to some new ones. Files and skills include
explorations of polygons, orthocentre of a triangle, a circumscribed
circle, the median-centroid investigation.
5. Circle Geometry comes alive (1 hr)
Geometry really comes alive with Circle Geometry, and Circle Geometry
is what this session is all about. Participants will be able to easily
represent any and all of the circle theorems by the end of this session.
6. Creative Application & Implementation (2 hrs)
this session, participants spend time creating files for their own
purposes. These files are then shared among participants. This means
that in addition to the 50+ course files participants typically receive
an additional 20-50+ quality Geogebra files via Topic 6. (Includes 30
min implementation allocation)
Reflective Module 2: Student-centred files and investigations (2 hrs)
and traps to be aware of when running student-centred investigation;
(and) read an article re this. Options for using GeoGebra for
student-led investigations. The potential for genuine, student discovery
of mathematical relationships; (and) read an article re this. Some examples of student-led investigations. Create at least two files which
lend themselves to student investigation. (Preferably) trial the files
and report back. (Includes 30 min implementation allocation)
7. Course Completion (15 min)
course completion process including accreditation information, a short
survey, staying in touch and options for continued access.
have used Geogebra, largely for teaching functions across multiple grade
levels. I have used it both for demonstration and as
a student-centered investigation.
have found that I really need to think about my questioning beforehand,
as good questioning is key to students understanding the concept.
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.
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.
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.
Laura Kleyn, The ISF Academy, Hong Kong, 4.10.19
starting this course I have made a deliberate effort to include Geogebra
in my lessons, particularly with Year 10 Stage 5.3.
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.
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.
have used Geometry concepts, Linear Relationships, Data, and
Trigonometry Geogebra concepts to date with high levels of success.
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.
Ian Atkinson, Cessnock High School Nov 2018
I really liked the format of the
course. As an American, I have taken other online courses before and
did not really get any feedback from the instructor other than a grade
for a paper I had to write. The video tutorials were very helpful in
learning the program. I liked that the learning was scaffolded. We
started out just by doodling, then went to replicating files off a
video, then construct files, and finally we created files on our own.
It was well structured and I felt like there was support if I needed it
throughout the course. I was inspired by the course to try to make my
class more student centered and can't wait to start using Geogebra at
the start of the school year. Lori Babel, Emmaus High School, Pennsylvania, USA, June 2018
I am presently teaching at an
American and IB curriculum based school in Abu Dhabi, UAE. Prior to
joining this course, I used GeoGebra purely as a demonstration tool
mostly for graphing functions. This course has given me the skills to
use GeoGebra as an effective demonstration, exploration and
investigation tool across the varied topics in mathematics. The course
is well paced and positively engaging. The activities are given
"bite" sizes with sufficient time to assimilate the knowledge and
practice the demonstrated skill, thereby equipping you to produce your
unique set of purposeful GeoGebra activities. This has been an exciting
learning adventure and kudos to the course instructors for their quick
response constructive feedback and effective classroom practices. Roshan - Abu Dhabi UAE
As someone who has avoided
"professional development" for many years, I started the course with a
feeling of dread. While it has been time-consuming and I certainly felt a
lot of pressure at times to get things done, I feel that doing the
course has been very worthwhile. The best aspect of the course was the
instructional videos that we started with. These allowed me to quickly
feel that GeoGebra would be a worthwhile use of my time. Also, seeing
what other teachers have created has been positive. The course has
definitely inspired me to incorporate GeoGebra into my teaching. Thank
you, Richard, for putting this course together and for all your prompt
replies to posted comments/files. A well run course.Mike Smith, St Gregory's College Campbelltown, April 2009
This course is a PD must for all Mathematics teachers. I
always wanted to use more of technology in the classroom to encourage
students to make positive use of technology. I am glad I did this course
as I have learnt heaps which will certainly help me to deliver more
technology-rich engaged lessons. The course modules are time-consuming
though and one needs to understand the program clearly to be highly
skilled in it. However, most aspects are mind blowing and the aha
moments have been fun. Thank you for creating such a useful course for
Mathematics teachers. Francis Fernandes, Evans High School, October 2019
most important aspect of the course were the file creations. It gives a
hands-on aspect while accomplishing something that can be used in my
classes. It has opened my mind to stop being the control freak and allow
students to explore and play with mathematics, while
learning at the same time. I want to continue using GeoGebra in class
and inspire students to think about the mathematics they learn and not
just repeat processes. Matthew Hayes, Narooma High School, Feb 2019