Introducing Dynamic Mathematics Software to Mathematics Teachers: the Case of GeoGebra
Judith Preiner Hohenwarter (2008): Introducing Dynamic Mathematics Software to Mathematics Teachers: the Case of GeoGebra. Dissertation, Paris-Lodron-Universität Salzburg.
Begutachtet durch Karl Josef Fuchs und Terry Perciante.
Erhältlich unter https://archive.geogebra.org/static/publications/jpreiner-dissertation.pdf
The dissertation aims to identify effective approaches for introducing dynamic mathematics software to secondary school mathematics teachers, and to develop corresponding instructional materials for professional development in the use of this software and technology. Based upon an analysis of introductory workshops for the dynamic mathematics software GeoGebra, frequently occurring difficulties and impediments that arise during the introduction process as well as challenging tools and features of GeoGebra were identified in this study. A set of complexity criteria for dynamic geometry tools were established that permit the classification of such tools according to their general difficulty level in order to facilitate their introduction to novices, and workshops and accompanying instructional materials are being designed in order to reduce common impediments that arise during the introduction process of dynamic mathematics software, and to enable teachers to more effectively integrate GeoGebra into their teaching practices. The instructional materials derived from the analysis of identified impediments will provide a basis for future professional development with GeoGebra offered by the International GeoGebra Institute with the goal of supporting mathematics teachers who would like to effectively integrate dynamic mathematics software into their teaching practices