Using GeoGebra to create Activities and
for Visualization and Exploration
The materials on the CD extend beyond what we can cover in the
workshop. This allows us to pick and choose according to the
tastes of the participants. The overfull outline:
© Mike May, S.J., 2009
- Introductions and setup issues
a first geometric activity –
a first applet.
- Creating an
algebra activity – Exploring quadratic
functions. This activity has the participants effectively
recreating the applet at http://www.slu.edu/classes/maymk/GeoGebra/QuadEqn.html.
overview of the menus and commands of GeoGebra (version 3.0) –
- An overview
of available resources on the internet –
- An introduction to
- Creating a calculus activity – Define f(x) as a function with
parameters in the definition. Let g(x) and h(x) respectively be
the derivative and integral of f(x). Define a root of g(x) and
the corresponding points on f(x) and h(x), along with tangent lines at
those points. Notice what happens as the parameters are moved
with the sliders, and then redefined.
- Second demonstration
- Looking at other applets
- New features in
the next version of GeoGebra (3.2) -
- Discussion of ideas for applets and demonstrations – This
discussion will look at different approaches that might be considered
based on local details about the course being taught and resources
available. The optimal design for a demonstration as part
of a lecture to 500 students is different from an exploration tool
intended for students to use as part of a homework assignment outside
- Advanced constructions, customized tools, sequences- We
look at some features that are more advanced. In particular
GeoGebra lets the user define custom tools, customize the tools
available on the tool list, and define sequences of objects.
- A look at how a pre-service teacher made several
lessons for a portfolio web page.
- Time to try a participant applet – hopefully the participants
have some ideas of applets they would like to create and will get a
chance to get started. This gives the participants to ask
questions about GeoGebra from the context where they will be teaching.
- Wrap up and evaluations
Mike May, S.J.
Department of Mathematics and Computer Science
Saint Louis University