The aim of this chapter is to stress the role of GeoGebra as a methodological resource. In particular, we contend that teachers need to become aware that an appropriate integration of GeoGebra within the classroom activities could foster the construction of mathematical knowledge. As a consequence, educators need to guide teachers to perceive GeoGebra as a methodological resource so that they would be able to effectively use it. As a theoretical framework we mainly refer to the “instrumental approach” and to the idea of “mathematics laboratory as a Renaissance workshop”. We also suggest that, when teachers are “immersed” in appropriate non-standard learning situations, they could experience by themselves that GeoGebra can be very useful for creating a meaningful mathematics learning environment.
GEOGEBRA AS A METHODOLOGICAL RESOURCE
FAGGIANO, ELEONORA;
2011-01-01
Abstract
The aim of this chapter is to stress the role of GeoGebra as a methodological resource. In particular, we contend that teachers need to become aware that an appropriate integration of GeoGebra within the classroom activities could foster the construction of mathematical knowledge. As a consequence, educators need to guide teachers to perceive GeoGebra as a methodological resource so that they would be able to effectively use it. As a theoretical framework we mainly refer to the “instrumental approach” and to the idea of “mathematics laboratory as a Renaissance workshop”. We also suggest that, when teachers are “immersed” in appropriate non-standard learning situations, they could experience by themselves that GeoGebra can be very useful for creating a meaningful mathematics learning environment.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
