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• The hyperbola and Geogebra in high-school instruction

  277-285

  Eugen Ljajko

  Milan Mihajlović

  Zlatka Pavličić

  Views:

  35

  In this article the results of teaching/learning hyperbola and its characteristics in high-school using computers and GeoGebra are shown. Students involved in the research attend Engineering School "Nikola Tesla" in Leposavic, Serbia. The aim of the research was to define ways and volume of computer and GeoGebra usage in mathematics instruction in order to increase significantly students' mathematical knowledge and skills.

• Examining continuity/discontinuity of a function by using GeoGebra

  241-257

  Ljubica Dikovic

  Views:

  26

  The possibility to visualize the things with the help of today's dynamic software (GeoGebra being one of them), enables the students to see and explore mathematical relations and concepts that were difficult to be presented in the past, prior to the state-of-the-art technologies. In methodological sense, the contribution of this paper lies in the presentation of a set of visualizations designed to help students better understand and explore the basic calculus concepts such as continuity at a point, to examine discontinuity at a point, to display discontinuities and the relations between continuity and differentiability of single variable functions. In technical sense, this paper presents creative GeoGebra applets which offer new possibilities that could be of a vital importance for the future development of e-learning of College mathematics.

• Development of spatial perception in high school with GeoGebra

  211-230

  László Budai

  Views:

  38

  In everyday life, on numerous occasions we need to project 3D space onto a plane in order to activate our spatial perception. While our ability in this area can be improved, and considering several national and international research results, the development is even necessary on all levels of education. GeoGebra, as a supplement to previously used tools, has proven to be very useful respective to the development. We have many possibilities to display spatial elements in GeoGebra and to apply such kind of worksheets among 15-18 year old students. I show the results of the 2011/2012 school years connected to the development of spatial perception and the results of an input case survey, which also justifies the need for development.

• GeoGebra in mathematics teaching

  101-110

  Zsuzsanna Papp-Varga

  Views:

  45

  GeoGebra is a dynamic mathematics software which combines dynamic geometry and computer algebra systems into an easy-to-use package. Its marvel lies in the fact that it offers both the geometrical and algebraic representation of each mathematical object (points, lines etc.). The present article gives a sample of the potential uses of GeoGebra for mathematics teaching in secondary schools.

• Numerical mathematics with GeoGebra in high school

  363-378

  Dragoslav Herceg

  Đorđe Herceg

  Views:

  41

  We have prepared a suite of motivational examples which illustrate numerical methods for equation solving. Fixed point iteration, Newton's method, secant method and regula falsi method are implemented as GeoGebra tools. Our experience in teaching of numerical mathematics in "Jovan Jovanovic Zmaj" high school in Novi Sad is presented. We have tested pupil proficiency in numerical equation solving with and without use of a computer and the results are presented.

• Teaching of old historical mathematics problems with ICT tools

  13-24

  Tünde Kántor

  Anna Tóth

  Views:

  21

  The aim of this study is to examine how teachers can use ICT (information and communications technology) tools and the method of blended learning to teach mathematical problem solving. The new Hungarian mathematics curriculum (NAT) emphasizes the role of history of science, therefore we chose a topic from the history of mathematics, from the geometry of triangles: Viviani's Theorem and its problem field. We carried out our teaching experiments at a secondary school with 14-year-old students. Students investigated open geometrical problems with the help of a dynamic geometric software (GeoGebra). Their research work was similar to the historical way.

• Design guidelines for dynamic mathematics worksheets

  311-323

  Markus Hohenwarter

  Judtih Preiner

  Views:

  23

  In a Math and Science Partnership project in Florida, middle school teachers are using the dynamic mathematics software GeoGebra to create interactive online worksheets for mathematics learning. Formative evaluation of these materials based on design principles of multimedia learning has lead to a list of specific design guidelines for such dynamic worksheets that we present in this article. These design guidelines can give advice both for the creation of new dynamic worksheets and the evaluation of existing material on the Internet.

• Comments on the remaining velocity project with reports of school-experiments

  117-133

  Ödön Vancsó

  Attila Komzsík

  Csaba Csapodi

  Views:

  14

  The aim of this article is to introduce different possible solutions to the exercise referring to the calculation of "remaining velocity". We explain the possible approaches to the problem with the help of either using the tools of mathematics or other subjects. During the past few years, we have made Hungarian and Slovakian secondary school students solve the exercise, choosing from both children of average and of high abilities. The experince has shown that very few students were able to solve the problem by themselves, but with the help of their teachers, the exercise and the solution has been an eye-opener experience to all of them. A lot of students were even considering to drive more carefully in the future after getting their driving licenses.