Linking geometry and algebra with GeoGebra
Edwards, JulieAnn and Jones, Keith (2006) Linking geometry and algebra with GeoGebra Mathematics Teaching, 194, pp. 2830.
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Description/Abstract
GeoGebra is a software package and is so named because it combines geometry and algebra as equal mathematical partners in its representations. At one level, GeoGebra can be as a dynamic geometry system like other, commercially available, software. But this is only part of the story. Another window (the algebra part of GeoGebra) provides an insight into the relationship between the geometric aspects of figures and their algebraic representations. Here each equation or set of coordinates can be edited in the algebra window and the figure instantly changes. What is more, an equation (or a function) can be typed into the space at the foot of the GeoGebra interface and the corresponding geometric representation will appear in the geometry window. Perhaps utilising GeoGebra could inspire a change from regular forms of enrichment/ extension activity to things that need high level thinking, and things that pupils may find themselves wanting to followup outside school lessons.
Item Type:  Article  

Additional Information:  The pagination of this author's proof copy is almost exactly as it appears in the version published in journal. Note that the article is also reproduced, with permission, in issue 4 of the 2006 Wellington (NZ) Mathematics Association newsletter, pp1214  
ISSNs:  00255785 (print) 

Related URLs:  
Keywords:  pedagogy, curriculum, teaching education, mathematics, computers, ict, algebra, geometry, geogebra, dgs, dge, cabri, gsp, sketchpad  
Subjects:  L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics Q Science > QA Mathematics > QA76 Computer software 

Organisations:  Mathematics, Science & Health Education  
ePrint ID:  19198  
Date : 


Date Deposited:  20 Jan 2006  
Last Modified:  16 Apr 2017 23:04  
Further Information:  Google Scholar  
URI:  http://eprints.soton.ac.uk/id/eprint/19198 
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