Unlocking Math Education Paradigms with GeoGebra and SAMR Model
Delve into the transformative potential of GeoGebra and the SAMR model in mathematics education. Explore overcoming skepticism towards digital tools, understanding the SAMR model's stages, and witnessing redefinition tasks in action. Discover how technology can reshape traditional teaching methods in engaging and educational ways.
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Presentation Transcript
Exploring the Transformative Power of GeoGebra: A SAMR Model Perspective on Educational Technology Vytautas Mie ys 2023-10-28, GeoGebra Conference, Stockholm Elic jus, BBright
What I will speak about? My skepticism of digital technologies in mathematics education What ideas have transformed my view about this: (1) theory of instrumentation (instrumental genesis), (2) the SAMR model (eye opener for me) SAMR explained with GeoGebra examples (1 without GG) Reflecting about Redefinition tasks: how to make sure they are meaningful and carry an educative value for students.
My skepticism of digital technologies in mathematics education Mathematics is only definitions, theorems and proofs. Digital technologies only imitate mathematics or tries to make it fun and exciting but is never real mathematics.
The idea that has initially broken this scepticism I cannot currently find the sources for this idea but I have heard it from a very respectable professor in mathematics education field: There were heated public discussion whether blackboards should be used in mathematics classrooms. Some people believed that mathematics must only be transferred via verbal instruction. Even if not true, I find this idea as at least hypothetically plausible and that has allowed me see how thinking according to tradition may be very keep my own thinking very rigid. Theory of instrumentation
The SAMR model (Puentedura) SUBSTITUTION the material from the textbook is copied verbatim to a digital media AUGMENTATION an element of interactivity is added MODIFICATION the material heavily relies on the digital instrument being used, e.g., a student can drag a vertex of a triangle and observe the change of its area in real time REDEFINITION material that completely relies of the digital technology and usually would have been inconceivable prior to that technology coming into existence Examples: https://www.geogebra.org/m/mzw2yaug
Try some out yourselves geogebra.org/classroom DTRG FZ9J
One example without GeoGebra https://chat.openai.com/c/7aaf2d34-24c5-4b3e-beaf-4ca01d9e25fc Idea taken from Harel (2014)
Redefinition for the sake of redefining? We can now really create some crazy tasks, e.g., a shape identifying game using a VR headset. However, the educative potential of such a task is questionable. Can we add a criteria for the Redefinition tasks, s.t. they become worthwhile to undertake?
Exploration (Dietiker et al., 2022) Dietiker argues that exploration in tasks empower student agency and resilience when tackling challenges (Dietiker et al., 2022). That is something we are really looking for in current learners! Creating exploration tasks in GeoGebra is not that difficult: Create a stable structure where some mathematical concept is shown. Then Hide something from the structure. Add a degree of freedom.
Exploration examples Two more examples Squares on triangle legs: https://www.geogebra.org/calculator/tgpq8pdd Points inside a triangle: https://www.geogebra.org/m/sav53ae5
I hope we bring children happiness and excitement by engaging with mathematics in meaningful ways. Vytautas Mie ys 2023-10-28, GeoGebra Conference, Stockholm Elic jus, BBright
References Dietiker, L., Singh, R., Riling, M. et al. Narrative characteristics of captivating secondary mathematics lessons. Educ Stud Math 112, 481 504 (2023). https://doi.org/10.1007/s10649-022-10184-y Harel, Guershon. (2014). Common Core State Standards for Geometry: An Alternative Approach. Notices of the American Mathematical Society. 61. 24. 10.1090/noti1070. Puentedura: http://www.hippasus.com/rrpweblog/archives/2014/08/22/BuildingTransfor mation_AnIntroductionToSAMR.pdf
