Classroom note: The area under x α by geometry

By stretching the area under the curve x ^α it is shown to be of the form x ^{α + 1} p(α). Geometry is then used to prove p(α) = 1/(α + 1).     

Modelling the landing of a plane in a calculus lab

We exhibit a simple model of a plane landing that involves only basic concepts of differential calculus, so it is suitable for a first-year calculus lab. We use the computer algebra system Maxima and the interactive geometry software GeoGebra to do the computations and graphics.     

Relations among five radii of circles in a triangle,its sides and other segments

Students use GeoGebra to explore the mathematical relations among different radii of circles in a triangle (circumcircle, incircle, excircles) and the sides and other segments in the triangle. The more formal mathematical development of the relations that follows the explorations is based on known geometrical properties, different formulas relating the radii to the sides and the inequalities between the different averages. The activities described were conducted with pre-service teachers of mathematics, with empirical investigation of the relations using dynamical geometry software, and formal presentation of proofs.     

ICT integration in mathematics initial teacher training and its impact on visualization: the case of GeoGebra

This case study investigates the impact of the integration of information and communications technology (ICT) in mathematics visualization skills and initial teacher education programmes. It reports on the influence GeoGebra dynamic software use has on promoting mathematical learning at secondary school and on its impact on teachers’ conceptions about teaching and learning mathematics. This paper describes how GeoGebra-based dynamic applets – designed and used in an exploratory manner – promote mathematical processes such as conjectures. It also refers to the changes prospective teachers experience regarding the relevance visual dynamic representations acquire in teaching mathematics. This study observes a shift in school routines when incorporating technology into the mathematics classroom. Visualization appears as a basic competence associated to key mathematical processes. Implications of an early integration of ICT in mathematics initial teacher training and its impact on developing technological pedagogical content knowledge (TPCK) are drawn.     

Incorporating the dynamic mathematics software GeoGebra into a history of mathematics course

The purpose of this study was to investigate pre-service teachers’ views about the history of mathematics course in which GeoGebra was used. The qualitative research design was used in this study. The participants of the study consisted of 23 pre-service mathematics teachers studying at a state university in Turkey. An open-ended questionnaire was used as a data collection tool. Qualitative data obtained from the pre-service teachers were analyzed by means of content analysis. As a result, it was determined that GeoGebra software was an effective tool in the learning and teaching of the history of mathematics.     

A famous problem revisited

There are many nice problems in the theory of geometric series. The famous problem where atiny bird flies repeatedly between two trains approaching each other on the same track from opposite ends is analysed in this paper. While the common sense solution is very quick and clever, there are very nice things that students in a calculus course can learn by taking the infinite series route.     

Discovering and addressing errors during mathematics problem-solving—A productive struggle?

The present study investigates students’ struggles when encountering errors in problem-solving. The focus is students’ problem-solving activities that lead to productive struggle and what the students might gain therefrom. Twenty-four students between the ages of 16 and 17 worked in pairs to solve a linear function problem using GeoGebra, a dynamic software application. Data in the form of recorded conversations, computer activities and post-interviews were analyzed using Hiebert and Grouws’ (2007. Second handbook of research on mathematics teaching and learning (Vol. 1). 404) concept of productive struggles and Schoenfeld's (1985. Mathematical problem solving: ERIC) framework for problem-solving. The study showed that all students made errors concerning incorrect prior knowledge and erroneously constructed new knowledge. All participants engaged in superficial, unproductive struggles moving between a couple of Schoenfeld's episodes. However, a majority of the students managed to transform their efforts into productive struggle. They engaged in several of Schoenfeld's episodes and succeeded in reconstructing useful prior knowledge and constructing correct new knowledge—i.e., solving the problem.     

Automatic deduction in (dynamic) geometry: Loci computation

A symbolic tool based on open source software that provides robust algebraic methods to handle automatic deduction tasks for a dynamic geometry construction is presented. The prototype has been developed as two different worksheets for the open source computer algebra system Sage, corresponding to two different ways of coding a geometric construction, namely with the open source dynamic geometry system GeoGebra or using the common file format for dynamic geometry developed by the Intergeo project. Locus computation algorithms based on Automatic Deduction techniques are recalled and presented as basic for an efficient treatment of advanced methods in dynamic geometry. Moreover, an algorithm to eliminate extraneous parts in symbolically computed loci is discussed. The algorithm, based on a recent work on the Gröbner cover of parametric systems, identifies degenerate components and extraneous adherence points in loci, both natural byproducts of general polynomial algebraic methods. Several examples are shown in detail.     

On the use of history of mathematics: an introduction to Galileo's study of free fall motion

In this paper, we report on an experimental activity for discussing the concepts of speed, instantaneous speed and acceleration, generally introduced in first year university courses of calculus or physics. Rather than developing the ideas of calculus and using them to explain these basic concepts for the study of motion, we led 82 first year university students through Galileo's experiments designed to investigate the motion of falling bodies, and his geometrical explanation of his results, via simple dynamic geometric applets designed with GeoGebra. Our goal was to enhance the students’ development of mathematical thinking. Through a scholarship of teaching and learning study design, we captured data from students before, during and after the activity. Findings suggest that the historical development presented to the students helped to show the growth and evolution of the ideas and made visible authentic ways of thinking mathematically. Importantly, the activity prompted students to question and rethink what they knew about speed and acceleration, and also to appreciate the novel concepts of instantaneous speed and acceleration at which Galileo arrived.