Elif Gokbel

https://www.coursesites.com/s/geogebra
Lesson Plan
Topic: The Use of Geogebra in Teaching and Learning Mathematics
Audience: Pre-service Teachers
Introduction
The effective use of technology has been increasing in education.
Especially, in mathematics education, there are novel tools of
technology presented to learners and instructors such as softwares,
applications, and virtual learning environments, etc. Those tools may
help to be improved achievement and built deeper understanding in
the content. Geogebra is one of them. It is significantly effective
educational software to be used to teach Geometry and Algebra. The
goal of this training is to make pre-service teachers aware of this tool.
All the materials in this site are chosen for you to explore this fun and
creative software by yourself.
Objectives
Learners will be able to
-identify Geogebra as a teaching tool in Mathematics education
-Download and install a Dynamic Mathematics Software, GeoGebra
-Explore and practice Menus and basic tools of GeoGebra to construct
mathematical objects
-Export a worksheet they create as an applet
-Investigate the website Geogebratube
Procedures
Introduction: Interactive Powerpoint explaining the concept of
Geogebra and the basic tools of it will be presented to the learners. (20
min)
Activity 1: Visit website Geogebratube.org and create an account. See
the Geogebra Blog and Geogebra Wiki pages to investigate how those
platforms are used. Explain and discuss how the website and the pages
would be beneficial for teachers and students use and post your
discussion on Blogs (30 min)
Activity 2: Students will gather in groups of three. Each learner will be
asked to identify a worksheet that is already published on
Geogebratube.org. Then, s/he will share the worksheet in the group to
be judged in terms of content, PA standards, and technology by the
group members. (40 min)

There are two groups : Geogebraville

& Algebraville

Activity 3: Two/three articles will be provided to the learners to read.

So, they will explore the world of Geogebra in recent researches and
its pros and cons. After reading the articles, to be posted on discussion
board learners will write a reflection including what they have learned
about Geogebra, its advantages and disadvantages, and future use of
Geogebra in their own classrooms. All learners are required to read
peers reflections and reply two of them. (30 min)
Activity 4: Pre-service teachers will watch several videos on creating
a worksheet. And they will create their own worksheets individually by
using the basic tools of Geogebra. After creating their own worksheets,
they will post on Wiki page. A rubric will be used to evaluate student
work. (40 min)
http://www.youtube.com/watch?v=s_T_eTKPwa0
http://www.youtube.com/watch?v=jtlCE5uTEDM
Closure and assessment
Learners will complete an online assessment after all the sessions are
completed (10 minutes)
6) Assessment/Plan for providing feedback:
Worksheets will be evaluated according to the following checklist.
Students will show a proficiency of 80%
Rubric:

Final Rationale
Introduction
I have created the powerpoint to be used as an introduction activity. I showed the
basic tools of the software, Geogebra, on some slides by using screenshots of the
software screen. To avoid split attention principle, different sources of information should
be successfully integrated (Mayer, 2005). I tried to reduce the words explaining the basic
tools and used arrows to point the tools. Betrancourt defines interactivity as control over
pace of the presentation (Segmenting Principle). So, in my presentation, I used some
transitions and hyperlink features of ppt to allow students to learn at their own pace.
To limit the time spending on ppt, I have suggested students spend only 15
minutes with the introduction ppt. To do so, they will avoid spending too much time at
the beginning because all the subjects given in ppt will be discussed in details later in
following lessons. I didnt want students to raise extraneous load, and engage them only
with one material in this section. Moreover, the introduction activity aims to pre-train
participants in the learning module by engaging them in an interactive activity explaining
names of basic tools, main characteristics of the material (Pre-training principle).
Lesson 1
Meyer (2003) noted that students exhibit higher order through exploratory and
integrative comments in online discussions. Regarding this study, I have increased the
number of collaborative activities in the training (Collaboration Principle). In chapter 14,
reflective support is given as a type of guidance leading discovery learning. Reflective

support may consist of tools that help learners write and reflect over their discovery
process. So, the discussion activity allows participants both collaborate each other and
reflect on their learning.
Lesson 2
People learn better from words and pictures than from words alone (Modality
Principle). Regarding this principle, I integrate some pictures related the concepts into
lesson two. Both written and visual information can extend learners limited capacity of
working memory. Also, this activity opens channels, verbal and visual. Reflective support
is defined as a support that assist learners in reflections on the learning process and the
knowledge acquired (p.218). I have added reflection questions to be answered while
working with the materials. The questions are Geometrically, why can't the motion of
both H and P be purely vertical? Which conic section does the "trace" of the pencil
appear to form? Do you think it forms this shape exactly, or is it just a visual
approximation? So, why does the pencil appear rubbery to the human eye?
Lesson 3
I have excluded one of the articles I have found irrelevant to the instructional goal
(Coherence Techniques, pg.187). I have collected all the reading materials to reduce
students distraction into one folder. In this way, the materials will be presented to the
students in a more organized way.
Final Assessment
I have chosen some pre-made videos on purpose. First reason why I have chose
those videos is that they explain the content with graphics and audio. According to the
redundancy principle, graphics with spoken text result in better learning than graphics
with spoken text and printed text. Therefore, the videos audio is not supported with a
printed text. Second, the videos are representing some mathematical situations that

cannot be observable in real life situations. Therefore, animation can support the
visualization and the mental representation process by motivating learners (The
animation and interactivity principle). The videos I have chosen open channels, verbal
and visual.
In this section, I omitted one of the pre-made videos because I found one of the
videos lead students extraneous load because it was not directly and clearly teaching
students how to build that specific worksheet. Instead of eliminating some part of video
to make it more effective tool, I have replaced a more appropriate instructional video with
the previous one.
Additional Readings
I created a new file called useful-additional websites to allow students have
more resources for extending their learning out of instruction time.

Rationale 3
First, this week I have created the interactive powerpoint to be used as an
introduction activity. I showed the basic tools of the software, Geogebra, on some slides

by using screenshots of the software screen. To avoid split attention principle, different
sources of information should be successfully integrated (Mayer, 2005). I tried to reduce
the words explaining the basic tools and used arrows to point the tools. Betrancourt
defines interactivity as control over pace of the presentation (Segmenting Principle). So,
in my presentation, I used interactive features of ppt to allow students to learn at their
own pace. Moreover, the introduction activity aims to pre-train participants in the
learning module by engaging them in an interactive activity explaining names of basic
tools, main characteristics of the material (Pre-training principle).
Meyer (2003) noted that students exhibit higher order through exploratory and
integrative comments in online discussions. Regarding this study, I have increased the
number of collaborative activities in the training (Collaboration Principle).
I have chosen some pre-made videos on purpose. Those videos are representing
some mathematical situations that cannot be observable in real life situations. Therefore,
animation can support the visualization and the mental representation process by
motivating learners (The animation and interactivity principle).
People learn better from words and pictures than from words alone (Modality
Principle). Regarding this principle, I integrate some pictures related the concepts into
lesson two. Both written and visual information can extend learners limited capacity of
working memory.
In lesson three, I have excluded one of the articles I have found irrelevant to the
instructional goal (Coherence Techniques, pg.187).
Rationale 2
This week, I have worked on the structure mostly because I believe how one
deliver the lesson is more important than the content for learning module project. As I
read more about multimedia learning, I have found some studies supporting software use

for learners since the software I introduce includes a collection of graphs and animation
in various topics. Mokros and Tinker (1987) and Brasell (1987) found that children
significantly increased their understanding of graphs when working with computer
software. I have removed Tools, Blogs, Discussions sections on the menu in order to
avoid students from distractions. In chapter 23, the importance of collaboration also is
stated and discussed. I have added a new collaboration activity in module and asked
learners to provide peer feedback.
Rationale 1
The purpose of the lesson is to design a learning module that engages pre-service
teachers into multimedia learning environment by considering what I have learned from
Mayers (2005) and other external resources.
I have reorganized some parts of my lesson due to class recommendations. First, I
placed an introduction section explaining the instructors goals and rationale within this
training. Second, I have changed the starting activity. The previous activity seemed to
engage students more in a traditional classroom rather than a multimedia learning setting.
Now, the new activity which is an interactive powerpoint presents the content in more
appropriate way. The reason why I have revised this activity is because numerous studies
have shown that students learn better from words and pictures than words alone
(Levie&Lentz, 1982; Levin, Anglin, & Carney, 1987).
Last modification I have made on my lesson plan was to add an evaluation section
with an online assessment at the end.