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Establishing a professional development network around dynamic mathematics software in England

Establishing a professional development network around dynamic mathematics software in England
Establishing a professional development network around dynamic mathematics software in England
In this paper, we outline some results of a project funded by NCETM (the National Centre for Excellence in the Teaching of Mathematics) that aimed to establish a professional development network in England around an open-source mathematical software - GeoGebra. During the past few years a large international user and developer community has formed around various GeoGebra-related activities. Most teachers who are currently using GeoGebra have not received professional training in the implementation of the software in their teaching practices, but have begun using it due to their own enthusiasm or through encouragement by their colleagues. However, research suggests that, for the majority of teachers, solely providing technology is insufficient for the successful integration of technology into their teaching. It has been suggested that adequate training and collegial support can boost teachers' willingness to integrate technology into their teaching and to develop successful technology-assisted teaching practices. Thus, in our project, involving nine experienced teachers in England, we developed suitable priorities for professional development, including designing a range of supporting materials for use by teachers more widely
pedagogy, curriculum, teaching, learning, geometry, mathematics, england, geometric, geometrical, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean, classroom, deduction, geogebra, ict, dgs, dge, dynamic geometry, professional development, cpd
1744-2710
177-182
Lavicza, Zsolt
b7d097d0-3c37-4267-9d8a-37a7da25c2f9
Hohenwarter, Markus
3daecbb7-aec2-4464-aad2-2708ff13d53e
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Lu, Allison
ab1be5da-8e76-4505-98e0-7ea064bfd3c2
Dawes, Mark
57c7c1ab-3b85-4017-a823-ffde40fa0c30
Lavicza, Zsolt
b7d097d0-3c37-4267-9d8a-37a7da25c2f9
Hohenwarter, Markus
3daecbb7-aec2-4464-aad2-2708ff13d53e
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Lu, Allison
ab1be5da-8e76-4505-98e0-7ea064bfd3c2
Dawes, Mark
57c7c1ab-3b85-4017-a823-ffde40fa0c30

Lavicza, Zsolt, Hohenwarter, Markus, Jones, Keith, Lu, Allison and Dawes, Mark (2010) Establishing a professional development network around dynamic mathematics software in England. [in special issue: The 2nd Central and Eastern European Conference on Computer Algebra and Dynamic Geometry Systems in Mathematics Education (CADGME 2009)] International Journal for Technology in Mathematics Education, 17 (4), 177-182.

Record type: Article

Abstract

In this paper, we outline some results of a project funded by NCETM (the National Centre for Excellence in the Teaching of Mathematics) that aimed to establish a professional development network in England around an open-source mathematical software - GeoGebra. During the past few years a large international user and developer community has formed around various GeoGebra-related activities. Most teachers who are currently using GeoGebra have not received professional training in the implementation of the software in their teaching practices, but have begun using it due to their own enthusiasm or through encouragement by their colleagues. However, research suggests that, for the majority of teachers, solely providing technology is insufficient for the successful integration of technology into their teaching. It has been suggested that adequate training and collegial support can boost teachers' willingness to integrate technology into their teaching and to develop successful technology-assisted teaching practices. Thus, in our project, involving nine experienced teachers in England, we developed suitable priorities for professional development, including designing a range of supporting materials for use by teachers more widely

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Published date: December 2010
Keywords: pedagogy, curriculum, teaching, learning, geometry, mathematics, england, geometric, geometrical, deductive reasoning, proof, proving, school, national curriculum, euclid, euclidean, classroom, deduction, geogebra, ict, dgs, dge, dynamic geometry, professional development, cpd
Organisations: Mathematics and Science Education, Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 173035
URI: https://eprints.soton.ac.uk/id/eprint/173035
ISSN: 1744-2710
PURE UUID: d0681968-25c7-422e-8cba-cfb474bab560
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 07 Feb 2011 11:30
Last modified: 06 Jun 2018 13:09

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Contributors

Author: Zsolt Lavicza
Author: Markus Hohenwarter
Author: Keith Jones ORCID iD
Author: Allison Lu
Author: Mark Dawes

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