Some ideas on using GEOGEBRA aiming at learning the concept of pyramid in mathematics teaching

Zhorzheta Angelova;  ;  ;

doi:10.54664/bssu6801

Some ideas on using GEOGEBRA aiming at learning the concept of pyramid in mathematics teaching

Pedagogical Almanac ◽

10.54664/bssu6801 ◽

2019 ◽

Vol 27 (2) ◽

Author(s):

Zhorzheta Angelova ◽

◽

Keyword(s):

Mathematics Teaching ◽

Mathematical Software ◽

New Concepts ◽

Secondary Teaching

The paper discusses the stages of the process of introduction, understanding and assimilating new concepts. The ideas are based on some concrete cases of pyramid as well as on solving a chosen problem from the school course of geometry. All the figures in the paper are constructed by the mathematical software GeoGebra. As a result the constructions are precise and illustrative aiming at understanding the concept, its elements and relations. The paper studies learning the concept of pyramid throughout the primary and secondary teaching period by systemizing the component concepts and their assimilation in school course of mathematics.

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A Comparison of Pedagogical Practices and Beliefs in International and Domestic Mathematics Teaching Assistants

Journal of International Students ◽

10.32674/jis.v4i1.498 ◽

2014 ◽

Vol 4 (1) ◽

pp. 74-88

Author(s):

Minsu Kim

Keyword(s):

Conceptual Understanding ◽

Mathematics Teaching ◽

Teaching Assistants ◽

The Body ◽

Pedagogical Practices ◽

Development Programs ◽

Substantial Portion ◽

Mathematics Courses ◽

Body Of Knowledge ◽

New Concepts

International and domestic mathematics teaching assistants (MTAs) are a critical part of mathematics education because they teach a substantial portion of low-level mathematics courses at research institutions. Even if there are several factors to build on MTAs’ pedagogical practices, MTAs’ beliefs significantly influence the MTAs’ practices. The purpose of this study is to explore different beliefs and pedagogical practices between international and domestic MTAs. The findings reveal that there is consistency between the MTAs’ beliefs and their pedagogical practices. In addition, the two groups adopt significantly different approaches of how to teach new concepts, definitions, and problem-solving for students’ conceptual understanding and how to interact with their students. These results contribute to the body of knowledge of MTAs and the adaptation of professional development programs of MTAs. In addition, faculty in mathematics has an opportunity to understand the differences in beliefs and pedagogical practices between IMTAs and DMTAs.

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Modern technologies and visual-logical approach in mathematics teaching

Ekonomski izazovi ◽

10.5937/ekoizazov2017080m ◽

2020 ◽

Vol 9 (17) ◽

pp. 80-88

Author(s):

Miroslava Mihajlov-Carević ◽

Milena Petrović ◽

Nebojša Denić

Keyword(s):

Information And Communication Technologies ◽

Mathematics Teaching ◽

Educational Software ◽

Mathematical Software ◽

School Students ◽

Final Exam ◽

Logical Approach ◽

School Year ◽

Teaching Aids ◽

Mathematical Problems

In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching AIDS. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. The results of the research we conducted with primary and secondary school students showed the lack of visual-logical approach of students during the learning of mathematics as well as in solving mathematical problems. Visualization and representation of mathematical laws are of great importance in the realization of mathematics teaching. They should be applied everywhere and whenever possible.

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Visualization In Mathematics Teaching

JOURNAL OF ADVANCES IN MATHEMATICS ◽

10.24297/jam.v20i.9136 ◽

2021 ◽

Vol 20 ◽

pp. 431-439

Author(s):

Shivkant Tiwari ◽

Dragan Obradovic ◽

Laxmi Rathour ◽

Lakshmi Narayan Mishra ◽

Vishnu Narayan Mishra

Keyword(s):

Information And Communication Technologies ◽

Mathematics Teaching ◽

Educational Software ◽

Communication Technologies ◽

Mathematical Software ◽

Final Exam ◽

Effective Learning ◽

School Year ◽

Teaching Aids ◽

Information And Communication

In recent years, there has been an increased use of information and communication technologies and mathematical software in mathematics teaching. Numerous studies of the effectiveness of mathematical learning have shown the justification and usefulness of the implementation of new teaching aids. They also showed that learning with educational software has a great impact on students' achievement in the overall acquisition of mathematical knowledge during the school year as well as in the final exam at the end of primary education. Teaching realized by using computers and software packages is interesting for students, increases their interest and active participation. It is indisputable that the use of computers and mathematical software has great benefits that have been proven and presented in their works by many researchers of effective learning. It is also indisputable that one of the main tasks of teaching mathematics is to develop constructive thinking of students. Visualization and representation of mathematical laws are of great importance in the realization of mathematics teaching. They should be applied everywhere and whenever possible.

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Ideas for Improving Mathematics Teaching by Using the GeoGebra Mathematical Software

Mathematics, Computer Science and Education ◽

10.54664/hbzs2384 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Zhorzheta Angelova ◽

◽

Ivanka Mincheva ◽

◽

Keyword(s):

Mathematics Teaching ◽

Mathematical Software ◽

Mathematical Concepts ◽

Main Requirement

This paper deals with some uses of the GeoGebra mathematical software with the aim to improve and modernize mathematics teaching. It proposes some ideas for systemizing activities and problems related to solving a triangle. The problems are presented in two groups – basic and additional, each of which has subgroups. The purpose of the drawings is to illustrate the respective problem, to facilitate its solution, and to demonstrate the main requirement to learn mathematical concepts – to vary the insignificant properties of a concept to make the significant ones stand out.

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Ideas for improving mathematics teaching in fourth grade of primary school by using the mathematical software GeoGebra

Pedagogical Almanac ◽

10.54664/tncl1690 ◽

2021 ◽

Vol 29 (1) ◽

Author(s):

Zhirzheta Angelova ◽

◽

Keyword(s):

Mathematics Education ◽

Primary School ◽

Mathematics Teaching ◽

Fourth Grade ◽

Rectangular Parallelepiped ◽

Basic Rule ◽

Mathematical Software ◽

Geometric Figure ◽

Mathematical Concepts ◽

Geometric Figures

In the paper studying some spatial geometric figures in 4th grade mathematics education is explored. To do this the possibilities of GeoGebra are used. For each of the figures – rectangular parallelepiped, cube, pyramid, cylinder, cone, sphere, drawings are given in order to illustrate the geometric figure as well as to ensure following the basic rule in learning and understanding mathematical concepts – varying the insignificant properties of the concept to make its significant ones stand out.

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Novel Approaches to Low-Voltage Scanning Electron Microscopy

Proceedings, annual meeting, Electron Microscopy Society of America ◽

10.1017/s0424820100180586 ◽

1990 ◽

Vol 48 (1) ◽

pp. 366-367

Author(s):

Arthur V. Jones

Keyword(s):

Electron Microscopy ◽

Scanning Electron Microscopy ◽

Low Voltage ◽

Electron Optics ◽

Current Interest ◽

New Concepts ◽

Opportune Time ◽

Novel Approaches ◽

Voltage Scanning ◽

Scanning Electron

In comparison with the developers of other forms of instrumentation, scanning electron microscope manufacturers are among the most conservative of people. New concepts usually must wait many years before being exploited commercially. The field emission gun, developed by Albert Crewe and his coworkers in 1968 is only now becoming widely available in commercial instruments, while the innovative lens designs of Mulvey are still waiting to be commercially exploited. The associated electronics is still in general based on operating procedures which have changed little since the original microscopes of Oatley and his co-workers.The current interest in low-voltage scanning electron microscopy will, if sub-nanometer resolution is to be obtained in a useable instrument, lead to fundamental changes in the design of the electron optics. Perhaps this is an opportune time to consider other fundamental changes in scanning electron microscopy instrumentation.

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