Podcasts about GeoGebra

Ryan Flessner, What If I Don't Understand Their Thinking? ROUNDING UP: SEASON 3 | EPISODE 15 “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How educators respond in moments like these can have a profound impact on students' learning and their mathematical identities. In this episode, we talk with Ryan Flessner from Butler University about what educators can say or do when faced with this situation. BIOGRAPHY Ryan Flessner is a professor of teacher education in the College of Education at Butler University in Indianapolis, Indiana. He holds a PhD in curriculum and instruction with an emphasis in teacher education from the University of Wisconsin–Madison; a master of arts in curriculum and teaching from Teachers College, Columbia University; and a bachelor of science in elementary education from Butler University. Prior to his time at the university level, he taught grades 3–7 in Indianapolis; New York City; and Madison, Wisconsin. RESOURCES Nearpod Pear Deck GeoGebra  Magma Math TRANSCRIPT Mike Wallus: “What do I do if I don't understand my student's strategy?” This is a question teachers grapple with constantly, particularly when conferring with students during class. How we respond in moments like these can have a profound impact on our students' learning and their mathematical identities. Today we'll talk with Ryan Flessner from Butler University about what educators can say or do when faced with this very common situation.  Welcome to the podcast, Ryan. Really excited to talk to you today. Ryan Flessner: Thanks, Mike. I'm flattered to be here. Thank you so much for the invitation. Mike: So, this experience of working with a student and not being able to make sense of their solution feels like something that almost every teacher has had. And I'll speak for myself and say that when it happens to me, I feel a lot of anxiety. And I just want to start by asking, what would you say to educators who are feeling apprehensive or unsure about what to do when they encounter a situation like this? Ryan: Yeah, so I think that everybody has that experience. I think the problem that we have is that teachers often feel the need to have all of the answers and to know everything and to be the expert in the room. But as an educator, I learned really quickly that I didn't have all the answers. And to pretend like I did put a lot of pressure on me and made me feel a lot of stress and would leave me answering children by saying, “Let me get back to you on that.” And then I would scurry and try and find all the answers so I could come back with a knowledgeable idea. And it was just so much more work than to just simply say, “I don't know. Let's investigate that together.” Or to ask kids, “That's something interesting that I'm seeing you do. I've never seen a student do that before. Can you talk to me a little bit about that?” And just having that ability to free myself from having to have all the answers and using that Reggio-inspired practice—for those who know early childhood education—to follow the child, to listen to what he or she or they say to us and try to see. I can usually keep up with a 7- or an 8-year-old as they're explaining math to me. I just may never have seen them notate something the way they did. So, trying to ask that question about, “Show me what you know. Teach me something new.” The idea that a teacher could be a learner at the same time I think is novel to kids, and I think they respond really well to that idea. Mike: So, before we dig in a little bit more deeply about how teachers respond to student strategies if they don't understand, I just want to linger and think about the assumptions that many educators, myself included, might bring to this situation. Assumptions about their role, assumptions about what it would mean for a student if they don't know the answer right away. How do you think about some of the assumptions that are causing some of that anxiety for us? Ryan: Yeah. When the new generation of standards came out, especially in the field of math, teachers were all of a sudden asked to teach in a way that they themselves didn't learn. And so, if you have that idea that you have to have all the answers and you have to know everything, that puts you in a really vulnerable spot because how are we supposed to just magically teach things we've never learned ourselves? And so, trying to figure out ways that we can back up and try and make sense of the work that we're doing with kids, for me that was really helpful in understanding what I wanted from my students. I wanted them to make sense of the learning. So, if I hadn't made sense of it yet, how in the world could I teach them to make sense of it? And so we have to have that humility to say, “I don't know how to do this. I need to continue my learning trajectory and to keep going and trying to do a little bit better than the day that I did before.” I think that teachers are uniquely self-critical and they're always trying to do better, but I don't know if we necessarily are taught how to learn once we become teachers. Like, “We've already learned everything we have to do. Now we just have to learn how to teach it to other people.” But I don't think we have learned everything that we have to learn. There's a lot of stuff in the math world that I don't think we actually learned. We just memorized steps and kind of regurgitated them to get our A+ on a test or whatever we did.  So, I think having the ability to stop and say, “I don't know how to do this, and so I'm going to keep working at it, and when I start to learn it, I'm going to be able to ask myself questions that I should be asking my students.” And just being really thoughtful about, “Why is the child saying the thing that she is?,” “Why is she doing it the way that she's doing it?,” “Why is she writing it the way that she's writing it?” And if I can't figure it out, the expert on that piece of paper is the child [herself], so why wouldn't I go and say, “Talk to me about this.”? I don't have to have all the answers right off the cuff. Mike: In some ways, what you were describing just there is a real nice segue because I've heard you say that our minds and our students' minds often work faster than we can write, or even in some cases faster than we can speak. I'm wondering if you can unpack that. Why do you think this matters, particularly in the situation that we're talking about? Ryan: Yeah, I think a lot of us, especially in math, have been conditioned to get an answer. And nobody's really asked us “Why?” in the past. And so, we've done all of the thinking, we give the answer, and then we think the job is done. But with a lot of the new standards, we have to explain why we think that way. And so, all those ideas that just flurried through our head, we have to now articulate those either in writing on paper or in speech, trying to figure out how we can communicate the mathematics behind the answer.  And so, a lot of times I'll be in a classroom, and I'll ask a student for an answer, and I'll say, “How'd you get that?” And the first inclination that a lot of kids have is, “Oh, I must be wrong if a teacher is asking me why.” So, they think they're wrong. And so I say, “No, no, no. It's not that you're wrong. I'm just curious. You came to that answer, you stopped and you looked up at the ceiling for a while and then you came to me and you said the answer is 68. How did you do that?” A child will say something like, “Well, I just thought about it in my head.” And I say, “Well, what did you think about in your head?” “Well, my brain just told me the answer was 68.”  And we have to actually talk to kids. And we have to teach them how to talk to us—that we're not quizzing them or saying that they're wrong or they didn't do something well enough—that we just want them to communicate with us how they're going about finding these things, what the strategies are. Because if they can communicate with us in writing, if they can communicate on paper, if they can use gestures to explain what they're thinking about, all of those tell us strengths that they bring to the table. And if I can figure out the strengths that you have, then I can leverage those strengths as I address needs that arise in my classroom. And so, I really want to create this bank of information about individual students that will help me be the best teacher that I can be for them. And if I can't ask those questions and they can't answer those questions for me, how am I going to individualize my instruction in meaningful ways for kids? Mike: We've been talking a little bit about the teacher experience in this moment, and we've been talking about some of the things that a person might say.  One of the things that I'm thinking about before we dig in a little bit deeper is, just, what is my role? How do you think about the role of a teacher in the moment when they encounter thinking from a student that they don't quite understand […] yet? Part of what I'm after is, how can a teacher think about what they're trying to accomplish in that moment for themselves as a learner and also for the learner in front of them? How would you answer that question? Ryan: When I think about an interaction with a kid in a moment like that, I try to figure out, as the teacher, my goal is to try and figure out what this child knows so that I can continue their journey in a forward trajectory. Instead of thinking about, “They need to go to page 34 because we're on page 33,” just thinking about, “What does this kid need next from me as the teacher?”  What I want them to get out of the situation is I want them to understand that they are powerful individuals, that they have something to offer the conversation and not just to prove it to the adult in the room. But if I can hear them talk about these ideas, sometimes the kids in the classroom can answer each other's questions. And so, if I can ask these things aloud and other kids are listening in, maybe because we're in close proximity or because we're in a small-group setting, if I can get the kids to verbalize those ideas sometimes one kid talking strikes an idea in another kid. Or another kid will say, “I didn't know how to answer Ryan when he asked me that question before, but now that I hear what it sounds like to answer that type of a question, now I get it, and I know how I would say it if it were my turn.”  So, we have to actually offer kids the opportunity to learn how to engage in those moments and how to share their expertise so others can benefit from their expertise and use that in a way that's helpful in the mathematical process. Mike: One of the most practical—and, I have to say, freeing—things that I've heard you recommend when a teacher encounters student work and they're still trying to make sense of it, is to just go ahead and name it. What are some of the things you imagine that a teacher might say that just straight out name the fact that they're still trying to understand a student's thinking? Tell me a little bit about that. Ryan: Well, I think the first thing is that we just have to normalize the question “Why?” or “Tell me how you know that.” If we normalize those things—a lot of times kids get asked that question when they're wrong, and so it's an [immediate] tip of the hat that “You're wrong, now go back and fix it. There's something wrong with you. You haven't tried hard enough.” Kids get these messages even if we don't intend for them to get them. So, if we can normalize the question “Tell me why you think that” or “Explain that to me”—if we can just get them to see that every time you give me an answer whether it's right or wrong, I'm just going to ask you to talk to me about it, that takes care of half of the problem.  But I think sometimes teachers get stuck because—and myself being one of them—we get stuck because we'll look at what a student is doing and they do something that we don't anticipate. Or we say, “I've shown you three different ways to get at this problem, different strategies you can use, and you're not using any of them.” And so, instead of getting frustrated that they're not listening to us, how do we use that moment to inquire into the things that we said obviously aren't useful, so what is useful to this kid? How is he attacking this on his paper?  So, I often like to say to a kid, “Huh, I noticed that you're doing something that isn't up on our anchor chart. Tell me about this. I haven't seen this before. How can you help me understand what you're doing?” And sometimes it's the exact same thinking as other strategies that kids are using. So, I can pair kids together and say, “Huh, you're both talking about it in the same way, but you're writing it differently on paper.” And so, I think about how I can get kids just to talk to me and tell me what's happening so that I can help give them a notation that might be more acceptable to other mathematicians or to just honor the fact that they have something novel and interesting to share with other kids. Other questions I talk about are, I will say, “I don't understand what's happening here, and that's not your fault, that's my fault. I just need you to keep explaining it to me until you say something that strikes a chord.” Or sometimes I'll bring another kid in, and I'll have the kids listen together, and I'll say, “I think this is interesting, but I don't understand what's going on. Can you say it to her? And then maybe she'll say it in a way that will make more sense to me.” Or I'll say, “Can you show me on your paper—you just said that—can you show me on your paper where that idea is?” Because a lot of times kids will think things in their head, but they don't translate it all onto the paper. And so, on the paper, it's missing a step that isn't obvious to the viewer of the paper. And so, we'll say, “Oh, I see how you do that. Maybe you could label your table so that we know exactly what you're talking about when you do this. Or maybe you could show us how you got to 56 by writing 8 times 7 in the margin or something.”  Just getting them to clarify and try to help us understand all of the amazing things that are in their head. I will often tell them too, “I love what you're saying. I don't see it on your paper, so I just want you to say it again. And I'm going to write it down on a piece of paper that makes sense to me so that I don't forget all of the cool things that you said.” And I'll just write it using more of a standard notation, whether that's a ratio table or a standard US algorithm or something. I'll write it to show the kid that thing that you're doing, there's a way that people write that down. And so, then we can compare our notations and try and figure out “What's the thing that you did?,” “How does that compare to the thing that I did?,” “Do I understand you clearly now?” to make sure that the kid has the right to say the thing she wants to say in the way that she wants to say it, and then I can still make sense of it in my own way. It's not a problem for me to write it differently as long as we're speaking the same language. Mike: I want to mark something really important, and I don't want it to get lost for folks. One of the things that jumped out is the moves that you were describing. You could potentially take up those moves if you really were unsure of how a student were thinking, if you had a general notion but you had some questions, or if you totally already understood what the student was doing. Those are questions that aren't just reserved for the point in time when you don't understand—they're actually good questions regardless of whether you fully understand it or don't understand it at all. Did I get that right? Ryan: Yes. I think that's exactly the point. One thing that I am careful of is, sometimes kids will ask me a question that I know the answer to, and there's this thing that we do as teachers where we're like, “I'm not sure. Why don't you help me figure that out?”—when the kid knows full well that you know the answer.  And so, trying not to patronize kids with those questions, but to really show that I'm asking you these questions, not because I'm patronizing you. I'm asking these questions because I am truly curious about what you're thinking inside and all of the ideas that surround the things that you've written on your paper, or the things that you've said to your partner, to truly honor that the more I know about you, the better teacher I can be for you. Mike: So, in addition to naming the situation, one of the things that jumped out for me—particularly as you were talking about the students—is, what do you think the impact is on a student's thinking? But also their mathematical identity, or even the set of classroom norms, when they experience this type of questioning or these [types] of questions? Ryan: So, I think I talked a little bit about normalizing the [questions] “Why?” or “How do you know that?” And so, just letting that become a classroom norm I think is a sea-changing moment for a lot of classrooms—that the conversation is just different if the kids know they have to justify their thinking whether they're right or wrong. Half the time, if they are incorrect, they'll be able to correct themselves as they're talking it through with you. So, kids can be freed up when they're allowed to use their expertise in ways that allow them to understand that the point of math is to truly make sense of it so that when you go out into the world, you understand the situation, and you have different tools to attack it.  So, what's the way that we can create an environment that allows them to truly see themselves as mathematical thinkers? And to let them know that “Your grades in other classes don't tell me much about you as a mathematician. I want to learn what really works for you, and I want to try and figure out where you struggle. And both of those things are important to me because we can use them in concert with each other. So, if I know the things you do well, I can use those to help me build a plan of instruction that will take you further in your understandings.”  I think that one of the things that is really important is for kids to understand that we don't do math because we want a good grade. I think a lot of people think that the point of math is to get a good grade or to pass a test or to get into the college that you want to get into, or because sixth grade teachers want you to know this. I really want kids to understand that math is a fantastic language to use out in the world, and there are ways that we can interpret things around us if we understand some pretty basic math. And so how do we get them to stop thinking that math is about right answers and next year and to get the job I want? Well, those things may be true, but that's not the real meaning of math. Math is a way that we can live life. And so, if we don't help them understand the connections between the things that they're doing on a worksheet or in a workbook page, if we don't connect those things to the real world, what's the meaning? What's the point for them? And how do we keep them engaged in wanting to know more mathematics?  So, really getting kids to think about who they are as people and how math can help them live the life that they want to live. Creating classroom environments that have routines in place that support kids in thinking in ways that will move them forward in their mathematical understanding. Trying to help them see that there's no such thing as “a math person” or “not a math person.” That everybody has to do math. You do math all the time. You just might not even know that you're doing math. So, I think all of those ideas are really important. And the more curious I can be about students, maybe the more curious they'll be about the math. Mike: You're making me think that this experience of making sense of someone else's reasoning has a lot of value for students. And I'm wondering how you've seen educators have students engage and make sense of their peer strategies. Ryan: Yeah. One of the things that I love to see teachers doing is using students' work as the conversation starter. I often, in my classroom, when I started doing this work, I would bring children up to the overhead projector or the document camera. And they would kind of do a show and tell and just say, “I did this and then I did this, and then I did this thing next.” And I would say, “That's really great, thank you.” And I'd bring up the next student. And it kind of became a show-and-tell-type situation. And I would look at the faces of the other kids in the room, and they would kind of just either be completely checked out or sitting there like raising their hand excitedly—“I want to share mine, I want to share mine.” And what I realized was, that there was really only one person who was engaged in that show-and-tell manner, and that was the person who was sharing their work. And so, I thought, “How can I change that?” So, I saw a lot of really amazing teachers across my career. And the thing that I saw that I appreciated the most is that when a piece of student work is shared, the person who really shouldn't talk is the person who created the work because they already know the work. What we need to do as a group is we need to investigate, “What happened here on this paper?” “Why do you think they made the moves that they made? And how could that help us understand math, our own math, in a different way?” And so, getting kids to look in at other kids' work, and not just saying, “Oh, Mike, how do you understand Ryan's work?” It's “Mike, can you get us started?” And then you say the first thing, and then I say, “OK, let's stop. Let's make sure that we've got this right.” And then we go to the kid whose work it is and say, “Are we on the right track? Are we understanding what you're …?” So, we're always checking with that expert. We're making sure they have the last word, because It's not my strategy. I didn't create it. Just because I'm the teacher doesn't mean you should come and ask me about this because this is Mike's strategy. So go and ask the person who created that.  So, trying to get them to understand that we all need to engage in each other's work. We all need to see the connections. We can learn from each other. And there's an expectation that everyone shares, right? So, it's not just the first kid who raises his hand. It's “All of you are going to get a chance to share.” And I think the really powerful thing is I've done this work even with in-service teachers. And so, when we look at samples of student work, what's fascinating is it just happens naturally because the kid's not in the room. We can't have that kid do a show and tell. We have to interpret their work. And so, trying to look at the kid's work and imagine, “What are the types of things we think this child is doing?,” “What do we think the strengths are on this paper?,” “What questions would you ask?,” “What would you do next?,” is such an interesting thing to do when the child isn't in the room. But when I'm with students, it's just fascinating to watch the kid whose work is on display just shine, even though they're not saying a word, because they just say, “Huh.” They get it. They understand what I did and why I did it.  I think that it's really important for us not just to have kids walk up to the board and do board work and just solve a problem using the steps that they've memorized or just go up and do a show and tell, [but] to really engage everyone in that process so that we're all learning. We're not just kind of checking out or waiting for our turn to talk. Mike: OK, you were talking about the ways that an educator can see how a student was thinking or the ways that an educator could place student work in front of other students and have them try to make sense of it. I wonder if there are any educational technology tools that you've seen that might help an educator who's trying to either understand their students' thinking or put it out for their students to understand one another's thinking. Ryan: Yeah, there's so many different pieces of technology and things out there. It's kind of overwhelming to try and figure out which one is which. So, I mean, I've seen people use things like Nearpod or Pear Deck—some of those kind of common technologies that you'll see when people do an educational technology class or a workshop at a conference or something. I've seen a lot of people lately using GeoGebra to create applets that they can use with their kids. One that I've started using a lot recently is Magma Math. Magma Math is great. I've used this with teachers and professional development situations to look at samples of student work because the thing that Magma has that I haven't seen in a lot of other technologies is there's a playback function. So, I can look at a static piece of finished work, but I can also rewind, and as the child works in this program, it records it. So, I can watch in real time what the child does. And so, if I can't understand the work because things are kind of sporadically all over the page, I can just rewatch the order that the child put something onto the page. And I think that's a really great feature.  There's just all these technologies that offer us opportunities to do things that I couldn't do at the beginning of my career or I didn't know how to do. And the technology facilitates that. And it's not just putting kids on an iPad so they can shoot lasers at the alien that's invading by saying, “8 times 5 is 40,” and the alien magically blows up. How does that teach us anything? But some of these technologies really allow us to dig deeply into a sample of work that students have finished or inquire into, “How did that happen and why did that happen?” And the technologies are just getting smarter and smarter, and they're listening to teachers saying, “It would be really helpful if we could do this or if we could do that.” And so, I think there are a lot of resources out there—sometimes too many, almost an embarrassment of riches. So, trying to figure out which ones are the ones that are actually worth our time, and how do we fund that in a school district or in a school so that teachers aren't paying for these pieces out of their pocket. Mike: You know what? I think that's a great place to stop. Ryan, thank you so much for joining us. It has been an absolute pleasure talking with you. Ryan: It's always great to talk to you, Mike. Thanks for all you do. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2025 The Math Learning Center | www.mathlearningcenter.org  

Send us a textStephen Jull was the COO/CFO and co-founder of GeoGebra GmbH (acquired by BYJU'S in 2021), and a limited partner at Emerge Education. With a PhD from Cambridge and over two decades of experience in EdTech, Stephen has led transformative projects in mathematics, STEM education, and AI-driven learning at a global scale. He is also the former interim CEO of Epic! and a dedicated advisor to high-growth EdTech startups.

Marc and Nick sit down with math guru and force of nature, Libo Valencia to discuss his book, "Math Play," and why he believes that math can be every student's favorite subject! Show Notes: Libo on X Libo's website Follow Marc on X, online, or YouTube

Professzor dr. Lavicza Zsolt Magyarországon szerzett matematikai és fizikai diplomát, majd a Cincinatti-i Egyetemen kezdte meg posztgraduális tanulmányait alkalmazott matematikából. Miközben a Cincinnati Egyetemen matematikát tanított, érdeklődni kezdett a matematika tanításával és tanulásával kapcsolatos kérdések kutatása iránt. Különösen a technológia használatával kapcsolatos kérdések vizsgálatára összpontosított az egyetemi matematikaoktatásban. A Michigani Egyetemen és a Cambridge-i Egyetemen Deborah Ball-lal, Hyman Bass-szel, Paul Andrews-szal és Kenneth Ruthve-val együttműködve számos olyan kutatási projektben dolgozott, amelyek a technológiát és a matematikaoktatást vizsgálták különböző osztálytermi környezetben. Ezen kívül tevékenyen részt vett a GeoGebra szoftver fejlesztéseben és közösségének kialakításában Markus Hohenwarterrel. Jelenleg a Johannes Kepler Egyetemen dolgozik az ottani STEAM Education doktori iskola vezetője. Emellett több STEAM oktatatással kapcsolatos nemzetkozi kutatást vezet és együttműködik a Nemzetközi GeoGebra Intézetettel mint kutató. https://www.jku.at/linz-school-of-education/linz-school-of-education/abteilung-fuer-mint-didaktik/team/lavicza-zsolt/# https://scholar.google.at/citations?hl=en&user=1526ABEAAAAJ&view_op=list_works&sortby=pubdate https://www.researchgate.net/profile/Zsolt-Lavicza/ https://www.youtube.com/watch?v=9oZURKN_9Xc https://www.facebook.com/groups/GeoGebraSTEAM #kutató #Bécs #matematika Az adás témái: 0:00 Beköszönés 2:00 Matematikai és fizikai  7:00 1994 Usa, work visa 9:40 Tudomanyos elet 11:00 Cincinatti-i Egyetem, posztgraduális tanulmányok, alkalmazott matematika 12:30 Matematika tanítása és tanulása 18:10 Mooncamp chaalenge 20:00 Müveszet es matematika 22:00 Michigani Egyetem: Deborah Ball, Hyman Bass 30:00 Cambridge-i Egyetem: Paul Andrews, Kenneth Ruthve 34:00 GeoGebra szoftver fejlesztése (Markus Hohenwarter) 38:40 Auszria, Linz 44:40 Del-Afrikai projekt 47:00 Függvenyek 49:00 3D nyomtatás 51:00 STEAM Education 53:00 Prága 54:00 Utazási élmények 57:00 Országok és diákok 1:01:00 Jövőbeli tervek 1:05:50 Elköszönés -----------------------

Asbjørn og Andreas fortsetter å hjelpe til med forberedelser til eksamen på 10. trinn. De ser igjen på åpne oppgaver og tar i denne episoden for seg en konkret oppgave hentet fra eksamen i 2023. De forklarer hvordan elevene kan vise sin kompetanse innen modellering og anvendelse. De forklarer videre hva som kan være med i besvarelsen som budsjett i regneark, lage funksjonsuttrykk i GeoGebra og sammenhengen mellom vekstfaktor og eksponentialfunksjoner. De ser på utvidelser av oppgaven og viser hva som er en god måte å strukturere oppgaven på. Episoden egner seg godt for både lærere og elevene selv.

Les références : Conférence de Charlotte Thomas sur Baguette# à Pas Sage en Seine Journée du Libre Éducatif 2023 Gnuplot Baguette sharp Licence GNU GPL GIMP Emacs Rust GeoGebra Matrix Mattermost Moodle Omega Symbolibre Mon-oral.net, description sur la page de l'académie d'Orléans-Tour Comment j'ai lutté pour obtenir mon diplôme sans utiliser de logiciel non libre, histoire d'un étudiant polonais ayant obtenu son diplôme sans logiciel privateur NachosVous pouvez commenter les émissions, nous faire des retours pour nous améliorer, ou encore des suggestions. Et même mettre une note sur 5 étoiles si vous le souhaitez. Il est important pour nous d'avoir vos retours car, contrairement par exemple à une conférence, nous n'avons pas un public en face de nous qui peut réagir. Pour cela, rendez-vous sur la page dédiée.Pour connaître les nouvelles concernant l'émission (annonce des podcasts, des émissions à venir, ainsi que des bonus et des annonces en avant-première) inscrivez-vous à la lettre d'actus.

This week on The Good Life EDU Podcast, we asked Shelby Aaberg (Scottsbluff HS), Heidi Rethmeier (ESU 8), and Trever Reeh (Omaha Westside HS) to join us for a conversation on Nebraska's new data literacy standards in mathematics. The episode captures everything from the origin story of these standards to how math departments and math teachers might approach embedding them into current coursework. We were also grateful to learn more about the upcoming mathematics conference hosted by the Nebraska Association of Teachers of Mathematics (NATM) along with the myriad of other resources shared that are relevant to professionals in their work in this area. Visit the NATM site for more info and to register for the conference at https://www.natmathematics.org/ Additional resources referenced in the episode include... Skew the Script: https://skewthescript.org/ Stats Medic: https://www.statsmedic.com/ Mathigon: https://mathigon.org/ Graspable Math: https://activities.graspablemath.com/ Desmos: https://www.desmos.com/ GeoGebra: https://www.geogebra.org/?lang=en

Hoy vamos a charlar en El recurso, el podcast sobre educación de Manel Rives y Alf, sobre ciencia y tecnología. Y vamos a hacerlo con un auténtico experto, Enrique Ferrero. De su mano descubriremos que el iPad puede ser una herramienta que aporta superpoderes tanto a docentes como a estudiantes, permitiéndoles llegar donde antes no podían, y abordar los problemas de una forma innovadora y cercana. Sobre Enrique Ferrero Soy Licenciado en Química y profesor de diferentes asignaturas del ámbito científico en La Salle de Alcoi, pero mi especialidad es la Física y Química. Además, desde hace 3 años soy jefe de estudios de ESO y anteriormente fui responsable del departamento TAC y del departamento cientíco. Además, soy Apple Distinguished Educator y formador oficial de Apple dentro del programa APLS. Por otra parte, tengo la certificación de Google Educator nivel 2.   Pero vamos, lo que más me mola de todo es el año que me pongo tutoría y además de todo eso soy tutor.   En cuanto a las apps que hemos hablado, tenemos: - Videophisics: Una app en la que se puede monitorizar un movimiento y exportar los datos a una hoja de cálculo para obtener ecuaciones de movimiento. - Geogebra: Las tres apps del paquete Geogebra que son potentísimas son Geogebra AR, Calculadora y la Graficadora 3D, son 3 apps distintas e imprescindibles para un profe de mates. - Medidas: Apps sencilla y nativa de Apple para medir - Arloon Chemistry: Arloon tiene diferentes apps, una de ellas de biología y otra esta que te permite crear moléculas y estudiar los enlaces y la geometría de las moléculas, además tiene una parte de AR más que interesante. - Chemist: App muy potente de laboratorios viruales. - Science Journal: Es una app de google que es capaz de realizar medidas de diferentes variables utilizando los sensores internos del dispositivo: Acelerómetro, temperatura, Intensidad de sonido, frecuencia... Tiene la peculiaridad de que le puedes conectar sensores externos mediante bluethoot (TASCO) - Atlas de anatomia: Una app que está pensada para utilizar por estudiantes de medicina, pero que tiene utilidades más que interesantes para trabajar con los alumnos los órganos y aparatos del cuerpo humano, su versión en AR es muy muy buena.   Si quieres ampliar más: enriqueferrero@lasallevp.es @EnriqueFyQ en Twitter "Tu profe de ciencias" en YouTube

Play Borel! Testing your Probability Intuition and Confidence! Date: September 6, 2022 Join us as we explore the game Borel and use some selected Borel randomness scenarios to test our probability simulation. We will then explore these scenarios through simulations in both Desmos and GeoGebra, and when possible, generate coding solutions to enumerate all the possible outcomes. Presenter: Steve Phelps Recommended Grade Level: 6-12+ Hosted by: Leigh Nataro Watch the full presentation at: https://www.bigmarker.com/GlobalMathDept/Play-Borel-Testing-your-Probability-Intution-and-Confidence

Asbjørn og Andreas snakker om hva modellering og matematiske modeller er. De drøfter hvordan vi kan kjenne igjen praktiske situasjoner der en lineær modell eller en eksponentiell modell kan brukes. De kommer dessuten inn på GeoGebra, regresjon og hva det vil si å skildre og generalisere. Dette er siste del i den fem episoder lange serien om funksjoner. Husk å abonnere! Har du iPhone, huker du av øverst til høyre på programsiden. Hvis du bruker Spotify, trykker du på «Følg». Ny episode hver torsdag!

In this episode, Melissa chats with Libo Valencia, a high school/college math educator who incorporates math play into his instruction. K-12 teachers will be inspired by Libo's creativity and enthusiasm.

Asbjørn og Andreas fortsetter sin funksjonsmaraton. De forklarer hva en lineær funksjon er og hva som gjør funksjonen lineær. De snakker om hvordan vi kan utforske grafen til lineære funksjoner i GeoGebra. Asbjørn forteller videre om praktiske situasjoner som kan beskrives med en lineær funksjon og hva som kjennetegner situasjoner som passer til en graf. Episoden baserer seg på kapittel 9 i Matemagisk 8 (8. trinn) fra Aschehoug. Husk å abonnere! Har du iPhone, huker du av øverst til høyre på programsiden. Hvis du bruker Spotify, trykker du på «Følg». Ny episode hver torsdag!

Asbjørn forklarer hvordan elevene gjennom en felles aktivitet kan trene seg på å lese av koordinater i et koordinatsystem. Videre forteller Asbjørn om en aktivitet hvor elevene selv er med på å legge premissene når de skal tegne grafen til en funksjon. De kommer også inn på GeoGebra. Episoden baserer seg på kapittel 8 i Matemagisk 8 (8. trinn) fra Aschehoug. Husk å abonnere! Har du iPhone, huker du av øverst til høyre på programsiden. Hvis du bruker Spotify, trykker du på «Følg». Ny episode hver torsdag!

Hablamos de la actualidad matemática. Principia estrena el tebeo de Maryam Mirzakhani, la FESPM celebra un seminario sobre Geogebra y nosotros seguimos con el I PREMIO RAIZ DE 5 (microrrelatos o poesía matemática en décima espinela). Escuchamos la actualidad de la pandemia y cómo la estadística nos ayuda a estudiar el campo. Puedes participar en el programa con un audio de Whatsapp al 687229373, en el twitter @raizde5RNE o en el mail raizde5@rtve.es Seguimos la siguiente semana, por inducción, n+1...

I detta avsnitt av forskningspodden träffar vi Lorena Solvang. Hon berättar om hur hon som lärare fick upp ögonen för forskning och om sin resa att bli licentiand i forskarskolan Fundig. Vi pratar också om hennes forskning som handlar om undervisningens digitalisering och lite mer specifikt om hur ett open-source verktyg i matematik, GeoGebra, kan … Continue reading "90 – GeoGebra som nyfikenhetstrigger i fysikundervisningen"

Our guest this week is Jomayra Herrera - Partner @ Reach Capital, talking about Web3.Higher Ed BeatA pathway out of intergenerational poverty - Paul Quinn College offers admission to students and family membersU.S. House expands Pell Grants but excludes online edMobile EducationState of the mobile education market 2021Byju's Becoming an Edtech FlagshipByju's acquires Austrian math app GeoGebra in €100M DealByju's broadens play from edtech with brick-and-mortar tuition centersCan the EdTech Boom last? (Economist)RobogradersPROOF POINTS: a smarter robo-graderM&A RoundupVeritas Capital to acquire Houghton Mifflin HarcourtMediahuis Ventures leads €3.4m investment round in edtech company Tomorrow's EducationWorkwhile raises $13m series A led by Reach CapitalPost-recording Update: How the tech industry is responding to Russia's invasion of Ukraine | TechCrunchA podpourri of learning options: pods, hubs, and microschools in the wake of the PandemicWill edtech investments reach $10b in 2022?EdTech startup Tutored by Teachers raises over $10M 

Asbjørn og Andreas ser nærmere på omkrets og areal. De snakker om hvordan vi skal utforske og begrunne formler, og hvordan vi kan utforske omkrets og areal av en gitt figur i GeoGebra ved å endre på hjørner etter gitte kriterier. De kommer inn på sammensatte figurer før de tar for seg areal og omkrets av sirkler og sirkelsektorer. Episoden baserer seg på kapittel 15 i Matemagisk 9 (9. trinn) fra Aschehoug. Selv om episoden tar utgangspunkt i 9. trinn, så vil mye av det Asbjørn og Andreas prater om også være relevant for geometrien på 6. trinn.

Asbjørn og Andreas snakker om kompetansemålene innunder temaet geometri. De tar for seg noen begreper og ser på hvordan vi kan tilnærme oss temaet ved hjelp av påstander, sant/usant-oppgaver og det Asbjørn kaller frustrasjonsoppgaver. Det forklares hvordan vi kan utforske sirkler og samtidig involvere hele klassen i en aktivitet.De kommer inn på GeoGebra som verktøy for å tegne sirkler, vinkler, linjer og mangekanter. Til slutt snakker de om hvordan vi kan utforske oss frem til hvordan vi skal finne vinkelsummen av en mangekant. De snakker også om hvorfor vi skal utforske.Episoden baserer seg på kapittel 14 i Matemagisk 9 (9. trinn) fra Aschehoug.

This week in Indian startup news, Simple Energy to build world's largest scooter factory, Bounce Infinity E1 - India's first electric scooter with swappable batteries, Byju's acquires GeoGebra and Delhivery acquires drone manufacturer Transition Robotics. In funding news, Ola raises $139 million, Ola Electric raises $52.7 million, Bizongo raises $110 million, Pristyn Care raises $85 million to become a unicorn and AgroStar raises $70 million. Simple Energy to build world's largest scooter factory: EV startup Simple Energy is working on building their second electric scooter manufacturing facility at Dharampuri in Tamil Nadu with a capacity of 12.5 million units per year – which will make it the world's largest scooter manufacturing facility leaving behind Ola's Futurefactory which will have a capacity of 10 million at its peak. Bounce Infinity E1 - India's first electric scooter with swappable batteries: Bounce is the latest startup to enter the EV race in India by launching their own electric scooter named Bounce Infinity E1. Bounce Infinity E1 buyers will have the option to buy the electric scooter with or without a battery – priced at ₹68,999 and ₹45,099 respectively. Byju's acquires GeoGebra: India's most valuable startup Byju's has now made its 10th acquisition in 2021 - their latest one being Austria-based GeoGebra - which offers interactive learning tools for mathematics. The deal is estimated to be worth $100 million. With this acquisition, Byju's will get access to their 100 million students across 195 countries and enable them to create interactive and engaging new mathematics products for their students. Delhivery acquires drone manufacturer Transition Robotics: Indian logistics unicorn Delhivery which has recently filed for an IPO has acquired a California-based drone manufacturing startup Transition Robotics. This acquisition will give Delhivery access to all of Transition Robotics' intellectual properties (IPs) - which essentially means all their drone technology. With India's drone policy much more liberalised - Delhivery could be looking to use Transition Robotics' drones for their last-mile delivery of packages. Ola raises $139 million: Ride-Hailing unicorn Ola has raised $139 million in a fresh funding round led by Edelweiss at a $7.3 billion valuation ahead of their IPO which is expected to be filed in the first half of next year. Ola Electric raises $52.7 million: Ola Electric has raised $52.7 million in a round led by Temasek at a $2.7 billion valuation – which is slightly lower than $3 billion in October this year. Bizongo raises $110 million: Bizongo, a B2B startup that offers packaging solutions to e-commerce companies, has raised $110 million in a round led by Tiger Global Management at a $600 million valuation. Pristyn Care raises $85 million to become a unicorn: Healthcare startup Pristyn Care which offers its patients complete surgery care service right from finding the right doctor to getting a diagnosis to surgery and post-surgery care, has raised around $85 million from the likes of Sequoia Capital, Tiger Global and Winter Capital. AgroStar raises $70 million: Agritech startup Agrostar – which helps farmers increase their produce by offering the right agricultural advisory services and access to good quality agricultural inputs, has raised $70 million in a round led by Evolvence, Schroder's Capital, Hero Enterprise and UK's CDC.

LinkedIn ist raus aus China und setzt auf Indien. Dort gibt es jetzt Smartphones ab 27 Dollar. Der indische Edtech-Gigant kauft österreichische Mathe-Software für 100 Millionen.

The world's highest-valued edtech company, Byju's, is on a shopping spree, with an aim to build an edtech empire out of India, encompassing everything from K12 to test preparation to courses for mid-career professionals.    Byju's, valued at $18 bn, has been gobbling up smaller startups with niche offerings for the last two years, capitalising on the massive shift to online learning that we have witnessed amid the pandemic. This week, the company acquired Austrian math-learning platform GeoGebra for around $100 mn.   Byju's has acquired nine startups so far this year. Last year, it acquired two companies. In 2019, it took over the US-based Osmo for $120 mn. In 2018, it acquired math learning platform Math Adventures. In 2017, it took over TutorVista and Edurite from UK-based Pearson and also acquired Vidyartha.   This year alone, Byju's has spent around $2.4 bn in acquisitions. The company's chief strategy officer, Anita Kishore, has talked about how acquisitions as an inorganic growth route have worked well for the company.  Let us look at how some of Byju's acquired startups are doing.    Byju's acquired Osmo in 2019 to tap into the US market. Osmo's revenue was about $25 million at that time. It has now grown four times in two years to around $110 million.   Byju's acquired online coding startup WhiteHat Jr in August last year for $300 million. Anita Kishore has told media outlets that in the one year since the acquisition, WhiteHat Jr's revenue has grown three times.   Byju's acquired Aakash Educational Services for $1 bn earlier this year. In an interview with Business Standard, Aakash Education's CEO Abhishek Maheshwari said that after the deal, AESL was transforming into a hybrid edtech firm. For Byju's too, the partnership with Aakash would allow it to expand its base to tier 2 and 3 cities, where Aakash has a physical presence.   Founder Byju Raveendran has said that he is expecting his company to clock a revenue of Rs 10,000 crore this year. In FY20, the company reported a revenue of over Rs 2,400 crore.    Industry experts are of the view that mergers and acquisitions help startups do away with long sale cycles. Instead of taking months to develop and deploy a new product, bigger players would rather acquire an existing company with a solid product market fit and scale it up.    However, it is worth mentioning that Byju's, which is growing so aggressively, has faced criticism in the recent past for precisely that reason. T

An Indian Air Force helicopter carrying the country's chief of defence staff and 13 others crashed in Tamil Nadu Wednesday afternoon, leaving all but one dead. The crash of such a sophisticated military helicopter also brought the focus on civilian choppers.  After the helicopters, let us see what the world's highest valued edtech company, BYJU's, is up to. It just acquired Austrian math learning company GeoGebra, the ninth acquisition this year. But how have the startups acquired by BYJU's have performed since their take over? And what does this consolidation mean for BYJU's and the Indian edtech sector at large.  Unlike the edtech major, all is still not well with debt laden Vodafone Idea. Last month, it hiked tariffs in a bid to improve its financial stability. Now, reports suggest that the company has also managed to raise funds to repay its bondholders. Yet, despite the positive developments, analysts continue to be wary of the telecom player.  Away from the hustle and bustle of the markets, a wind of change is quietly blowing in the virtual world. After the western countries, nuanced debates surrounding the “right to be forgotten” by the internet have started taking place in India too. But, so far, they are limited to the corridors of courts. This report demystifies development around it, apart from explaining what exactly it is and more in this podcast.    Watch video

Farshid Safi shares how learning experiences and life experiences should be connected. We are all influenced by our life experiences, where we are engaged in sense-making, exploration, adjusting, and working with other people towards a goal. These life experiences can inform, and be the setting for, learning experiences in mathematics. He advises us all to be at least as patient with ourselves professionally and personally as we would be with our students. Online resources mentioned in this episode: Mathigon https://mathigon.org/ Desmos https://www.desmos.com/ GeoGebra https://www.geogebra.org/ Field Analysis of Mathematics Education (FAME) Project http://www.projectfame.net/ TMT Podcast Virtual Suggestion Box https://docs.google.com/forms/d/e/1FAIpQLSflSk_-4AvHf0K5Zr9inSynd0pHdF86kx90OLFpl03RvEUaow/viewform Special Guest: Farshid Safi.

Anna Baccaglini-Frank from the University of Pisa discusses her article, "To tell a story, you need a protagonist: How dynamic interactive mediators can fulfill this role and foster explorative participation to mathematical discourse," published open access in Educational Studies in Mathematics, Volume 106. Anna's Professional Webpage Article URL: https://link.springer.com/article/10.1007/s10649-020-10009-w Complete list of episodes University of Missouri PhD Program | MizzouMathEd.org

Andrew is a former Math educator who has worked in both brick & mortar and online schools over the past decade. He currently works as a content editor for a math curriculum company, but stays connected to online teaching as an Instructional Coach for SYS.    Andrew is passionate about decreasing “math anxiety” for students and figuring out ways to take math education to new heights in the virtual setting. In this episode, you'll hear about the free open educational resources Andrew uses and his methods for moving beyond rote calculation to genuinely applying critical math thinking to problem solving.    Timestamps: What Andrew likes about teaching math online [2:54] What changed when Andrew went online? [4:13] Some of Andrew's favorite online tools for math [4:56] Couldn't they just Google the answer? [6:12] Andrew speaks to assessment goals [7:20] What math assessments used to be [8:44] What are performance tasks? [10:09] How does Andrew use student choice as a way to verify authentic work? [11:36] Discussion boards in math? [13:34] Using open ended math questions [14:02] What do the best math online educators keep within focus? [14:27] Helpful ways to see students' work and assess informally [14:45] What about hands-on learning? [17:24] Andrew's tips for varying ways students can express their learning [19:16] A plethora of resources [21:39] The biggest advantage to being online [22:36] How to change course mid-class based on students' needs [23:39] Utilizing student voices in class instruction [24:49] Reaching struggling students with ease [25:38] Twitter Giveaway! [28:22]   Resource Links:   Chromebook-friendly, free, open education math resources Google Slides - free to use and share with peers and teachers slides.google.com Ck-12 Plix - interactive math activities and visuals ck12.org Desmos - calculators for graphing and calculating desmos.com Sketchtoy - records students writing their work, students can share the link with teachers sketchtoy.com Screencastify - free screen recorder for sharing work and thinking screencastify.com Whiteboard.fi - allows a teacher to see all kids' digital whiteboards in real time whiteboard.fi GeoGebra - all the digital geometry tools you can think of! geogebra.org Nearpod and PearDeck - make Google Slides interactive  nearpod.com peardeck.com

Maratón STEAM es una iniciativa creada por Movimiento STEAM y estelarizada por Aliados y Asociados del Ecosistema STEAM, integrado por instituciones, organizaciones y proveedores líderes de EduSTEAM para generar el crecimiento exponencial de la Educación STEAM en el país. ¡En estos espacios aprenderás mucho! Para Movimiento STEAM es un gusto poderte ofrecer este contenido

In dieser Folge unterhalte ich mich mit Ferdinand Stipberger über die dynamische Mathematik-Software GeoGebra.

En esta sexta sesión nos acompaña: Sergio Rubio-Pizzorno, Director de la Comunidad GeoGebra Latinoamericana así como los Finalistas Estatales: Carlos Espinosa Marchan de Guerrero, María del Socorro Valero Cázarez de Tamaulipas y Diana Isis Flores Gutiérrez de Tlaxcala.

Con Alejandro Gallardo

Markus Hohenwarter is the founder of GeoGebra, a collection of engaging math apps that bring together algebra, geometry, and graphing, […]

In dieser Folge unterhalte ich mich mit Andreas Luckner über Geogebra Notes.

Come Learn with Dave: Dec 09, 2019 - Engaging math learners with technology; Equatio, Desmos, Geogebra, and more (7 - 12) Jan 27, 2020 - Differentiating Math Assessment in the Grade 7-12 Math Classroom   Dave Martin has a Master of Mathematics, a Bachelor's degree in Education, and most importantly a Love for Learning. Throughout his career, he has challenged many traditional educational practices such as homework, tests, and even grading. Currently as a Division Math/Science Lead Teacher, Dave has the opportunity to learn with teachers, and students, from Pre K - Grade 12. You will find Dave tinkering with code, playing with mathematics, or counting by prime numbers. Follow Dave on Twitter @d_martin05  

Utilisez Geogebra pour calculer des primitives

GeoGebra does THAT? Using GeoGebra in Statistics and AP Statistics Presented by: Steve Phelps GeoGebra is widely used in math classes from Algebra I through Calculus. But, did you know that GeoGebra has a robust set of statistics tools that are just as easy to use? In this session, you will learn how GeoGebra can […]

Studiare più intelligentemente e più efficacemente oggi si può! Ecco due app che ti aiuteranno a farlo.

Sway with Math and Geogebra embeds, Links only Keynotes, Google Chrome Profiles for Mac and Windows, and Google Cast for Education. Each week, Nic answers your EdTech questions about technology integration in education. Join us for Thursday's weekly YouTube Live office hours --- Support this podcast: https://anchor.fm/its-edtechnical/support

W piętnastym już odcinku EduGadek zapraszamy Was na rozmowę z Dariuszem Kulmą, nauczycielem matematyki w prywatnej placówce edukacyjnej Elitmat w Mińsku Mazowieckim, laureatem tytułu Nauczyciel Roku w 2008 roku, zdobywcą tytułu Nadzieja Edukacji oraz ekspertem zapraszanym do mediów, komentującym egzaminy z matematyki oraz polską rzeczywistość edukacyjną. Darek ma na swoim koncie także książki m.in. z serii "Jak zdać maturę z matematyki” oraz "Kwadratolandia”, a także jest autorem słów i muzyki do piosenek zespołu "Rozdwojenie jaźni", z którym wykonywał poezję śpiewaną. W wywiadzie poruszyliśmy następujące kwestie: * Co to znaczy być "dobrym matematykiem"? I czy taki matematyk powinien uczyć klasy mniej zdolne czy raczej te wybitne? * Jak wyglądała droga Darka do zostania dojrzałym nauczycielem? * Czy warto "zaprzyjaźniać" uczniów z przedmiotem, którego nauczamy? * Gdzie leży klucz do oswojenia matematyki przez uczniów z zacięciem humanistycznym? * Czy nauczyciele matematyki muszą się przygotowywać do lekcji? * Co to są plansze interaktywne do nauczania matematyki i do czego służy program Geogebra? * Co nas "jara" w przygotowywaniu się do lekcji? * O czym myśli Darek o piątej nad ranem? * Co mają wspólnego czworaczki  z kombinatoryką i czy storytelling jest dla nauczycieli przedmiotów ścisłych? * Jakie są różne wymiary uczniowskiego sukcesu? * Co ma wspólnego nauczyciel z trenerem sportowym? * Z czym mają problem polscy nauczyciele? * Czego edukacja może się nauczyć od biznesu i dlaczego? * Czym się różnią uczniowie z pokolenia "Z" od "Ygreków"? * Co wiemy, a czego jeszcze nie wiemy, o pokoleniu Z? * Dlaczego nauczyciel powinien ostrożnie obchodzić się z uczniami z pokolenia Z? * Po co nauczycielowi Facebook? * Kto znalazł się w tym roku wśród 10 najlepszych nauczycieli świata?

Muteb Alqahtani from SUNY Cortland discusses the article, "Mediational activities in a dynamic geometry environment and teachers' specialized content knowledge," published in the Journal of Mathematical Behavior, volume 38. (Co-author: Arthur Powell) Muteb's Department Webpage Article: https://www.sciencedirect.com/science/article/pii/S0732312317300299 See the comments for references Complete list of episodes

On this week’s episode, Dave and I discuss disability accommodations and other listener questions. 1) Disability accommodations Dyslexia simulator Neurotribes: The Legacy of Autism* 2) Online scenario manager resource Geogebra.org Geogebra – Spreadsheet View 3) Preparation for getting doctorate degree Julie Wilson’s bio www.Lynda.com www.Zotero.org 4) “Small” approaches to reclaiming teaching as a focus TIHE 092: […]

"Wozu brauche ich das", ist eigentlich ein Hilferuf im Mathematikunterricht. Im Gespräch mit dem Mathematik-Didaktiker Stefan Götz. In der Schulmathematik und Mathematik-Didaktik geht es darum, wie Mathematik von der Universität an die Schulen gebracht wird. Geometrie, Algebra, Arithmetik, Analysis, Statistik und Wahrscheinlichkeitsrechnung. In der Fachdidaktik gibt es nie einen der Recht hat, denn man auch beschäftigt sich mit vielen Dingen, die es gar nicht gibt. In der Mathematik gibt es keine Schüttbilder. Mathematik - ein Thema, das frei von Befindlichkeiten ist. Ob Geraden parallel sind, oder nicht, hängt nicht davon ab, welche politische Anschauung man vertritt. Gründlichkeit, Genauigkeit und Hartnäckigkeit schaden dabei nicht. Modelle helfen dabei, mit der Wirklichkeit umzugehen. Ähnlich dem "Jahn'schen Turnen", das sich mit schrecklichen Felgaufschwüngen zu einem zugänglicheren "Bewegung und Sport" verändert hat, hat sich über die Jahre auch das Fach "Mathematik" in der Schule gewandelt. Alle sollen heute mitmachen können. Mathematik "mit ohne Angst". Eine "Optimalmathematik" gibt es aber leider nicht. Lehren hat immer etwas mit Persönlichkeit zu tun. "Mathematik für das Lehramt" zu studieren, bedeutet für Studierende heute die Teilnahme an einem 4-Säulen-Modell: 1) Fachliche Ausbildung 2) Didaktik der Mathematik 3) Allgemeine pädagogische Ausbildung 4) Schulpraxis [caption id="attachment_471" align="alignright" width="225"] Ein Kran, der einen Kran hebt, der einen Kran hebt. Folgen und Reihen. (Foto: Liebherr)[/caption] Inhalte: Stefan Götz, Schulmathematik, Hans Christian Reichel, Erfolg, Unterricht, Fehlvorstellungen, erklären, Fehler, sicher fühlen, Jahn'sches Turnen, Lehramtsausbildung, Fachdidaktik, Lineare Algebra, Analysis, Folgen und Reihen, Approximation des Kreisumfangs, Lernpfade, Gründlichkeit, Abstrakt, Regeln, Linguist, stetig, diskret, Grenzwert, Asymptote, Unendlichkeit, Traditionen, Felix Klein, Meraner Reform, Differenzialgleichungen, Differenzengleichungen, reelle Zahlen als Kontinuum, Modell, Wahlverfahren, Religion, relativieren, Podcast: Modellansatz, Liebherr Kranmobile, Politik, paritätische Besetzung von Lehrplankomissionen, Fermats Großer Satz,  Andrew Wiles, Zahlentheorie, Rindler, Gödel, Beweisbarkeit, Mathematische Logik, Ergodentheorie, Differenzialgleichungen, Kombinatorik, Biomathematik, Finanzmathematik, Drittmitteleinwerbung, Öffentlichkeit, Presseabteilung, Kooperationsschulen, Didaktische Schulen, Wien, Klagenfurt, Schulbücher, Götz Reichel, Bürger Fischer Malle, Lechner Dorfmayr, Standardisierte kompetenzorientierte  Reifeprüfung, BIFIE, Didaktisches Konzept, Grundkompetenz, Aufgaben, Geld, Co-Autoren, Pisa, Deutschlandfunk "Pisa Plus", IMST, Datensicherheit, Kommunikationsproblem, Prüfungs- und Unterrichtsbeispiele, Schwerpunkte setzen, systemische Therapie, Zusammenarbeit von Lehrer/innen, Selektion, Ressourcen der Gesellschaft, Nachmittagsangebote, Defizite, Wettbewerbe, Sprache: rechnen, argumentieren, begründen, interpretieren, darstellen, modellbilden, Bildungsstandards, Interlokutor, Technologieeinsatz, Geogebra, Wolfram Alpha, programmierbare Taschenrechner, soziale Komponente, auf- und abrüsten, Assessment, Eigenschaften eines Dreiecks, Geometrie, Origami und Mathematik, Kompetenz, Distraktoren, mehr Stellen, Lehre an der Universität, Gesprächspartner: Stefan Götz, Fakultät für Mathematik der Universität Wien Das Gespräch wurde am 20.03.2014 aufgezeichnet. Ausschnitte daraus werden in der Radiosendung "Sprache der Bildung" (Moment Leben heute) am 6. Mai 2014 im ORF Radioprogramm Österreich 1 ausgestrahlt.

Dieses Video zeigt euch die Kontrollkästchen in GeoGebra. Mit ihnen könnt ihr (mehrere) Objekte ein- und ausblenden lassen. Mehr auch auf: http://wiki.geogebra.org/de/Kontrollk%C3%A4stchen_um_Objekte_anzuzeigen_/_auszublenden_(Werkzeug)

Dieses Video zeigt, wie ihr in GeoGebra den Satz des Pythagoras (Darstellung der Quadrate am Dreieck) darstellen könnt und mithilfe eines Schiebereglers auch ganz einfach die Seitenlängen anpasst. Im Zusammenhang hierzu werden auch Werkzeuge wie der feste Winkel oder der Schieberegler dargestellt.

Wir zeigen euch wie ihr in GeoGebra Parabeln erstellt. Und auch Parabeln mit verstellbaren Variablen (Schieberegler). Parabel: f(x) = ± a ∙ (x ± b)^2 ± c

Mit GeoGebra lassen sich automatisch Wertetabellen von Funktionen erstellen. Wir zeigen in diesem Video einen sehr praktischen Weg dazu.

GeoGebra erlaubt es automatisch Extrempunkte und Wendepunkte (wie z.B. Terrassenpunkte/Sattelpunkte) anzuzeigen. Wann und wie das genau geht, zeigen wir in diesem Video. Die Befehle sind: Extremum [] und Wendepunkt[].

Mehr auf: http://tch-blog.com/?p=1724 Wie erstelle ich eine Gerade mit einer bestimmten Steigung? Wie lese ich daraus die Steigung ab und wie mache ich ein Steigungsdreieck. In diesem kurzen Video geben wir Antwort darauf.

Mehr auf: http://tch-blog.com/?p=1171 Wir zeigen in diesem Video wie ihr in GeoGebra eine Logharitmische Spirale erstellt. r(φ) = a*e^(k*φ)

Mehr auf: http://tch-blog.com/?p=737 Mit GeoGebra ist es auch möglich dass ihr mithilfe des Schiebereglers Objekte bzw. Funktionen animiert. Wir zeigen euch wie in diesem Video.

Mehr auch auf: http://tch-blog.com/?p=1088 In diesem Video erfahrt ihr die Grundlagen über die Tabelle(n) in GeoGebra und die Tabellenkalkulationen.

Wir stellen hier die verschiedenen Exportmöglichkeiten in GeoGebra vor.

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

GeoGebra: Do The Math!

Teaching and Learning with GeoGebra: Episode three

Teaching and Learning with GeoGebra: Episode one

Teaching and Learning with GeoGebra: Episode one

Teaching and Learning with GeoGebra: Introduction