Celina. A. A. Abar

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The Results Achieved in Continuous Formation of
Mathematics Teachers in a Virtual Learning
EnvironmentGEOGEBRA 2009

• Celina. A. A. Abar
• Post-Graduate Program Studies in Mathematic
  Education Pontifical Catholic University São
  Paulo
• abarcaap_at_pucsp.br

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There is 3 Programs in Mathematic Education at
PUC/SP in MOODLE

• Pos-Graduate Math Education (one semester,
  presencial class every week, use geogebra and
  others ICTs). Our presentation in this
  conference.
• Bachelor Graduate (3 years, all maths
  disciplines use Geogebra and others ICT and
  begins March 2009)
• Continuous Formation On-Line 44 hours, 8 weeks
  and use only Geogebra. Begins August 2009. We
  are doing all material.

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Post-Graduate Program Studies in Mathematic
Education PUC/SP

• The fundamental issue of this work is to identify
  the possibilities and limits of technology
  integration by the students of this program in
  the disciplines activities and minimize the
  difficulties of teachers when joining Virtual
  Learning Environments (VLE) to allow an
  interactive and collaborative work.

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Environment Moodle

• The use of the environment Moodle allowed us to
  break barriers of time and distance
• It is an interactive and collaborative work with
  very positive results
• The participants get involved in the learnings
  context
• They propose problems and its resolutions,
  formulate hypotheses, observe and review their
  previous designs, make decisions, in a dialogue
  with the reality of their practice teaching.

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Moodle
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What is important?

• All the subjects proposed had as support texts
  and theoretical research on the use of ICT in
  teaching and learning of mathematical content to
  subsidize the development of the training.

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How to do?

• Activities with content on functions, geometry
  and algebra were proposed with the use of
  Geogebra.
• In the studies of Dynamic Geometry the programs
  Cabri Géomètre and Geogebra were chosen because
  theyre used in most schools and also because
  Geogebra permit free access and a practical use.

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ORIENTATIONS TO TEACHERS

• In this final activity, well consider the
  computer as a teaching support, with its
  facilities and difficulties, its feedback and the
  possibility to monitor the construction of
  knowledge by the student. Thus, with your
  partners, prepare activity proposal using
  computer highlighting
• Theme chosen.
• Justification of the choice of the theme in
  accordance with curricular guidelines and
  research conducted in the field of mathematics
  education.
• Justification of the media chosen.
• Justification of the methodology used.
• Activity (s) proposed with your goal(s).
• Relevant considerations.
• References.
• Each group should submit and implement its
  proposal to the others, on dates that will be
  disclosed later. Meanwhile, among members of the
  group, discuss and refine the proposal. Good
  work!

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Geogebra 1
Applets
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Geogebra 2
Area
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Geogebra 3
Area
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Geogebra 4
NIne Points Theorem
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Geogebra 5
Symmetries
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Results
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Results

• It is gratifying to notice these results, because
  even those teachers reluctant in using computers
  become enchanted with their own abilities
  progress.
• (ST2) Weve finished the activities of Cabri and
  started the activity concerning the operation of
  other softwares for dynamic geometry, as the
  Ruler and Compass and Geogebra. We made some
  activities in Geogebra and concluded them,
  putting in the portfolio. I found it very
  interesting because it provided new knowledge
  about Geometry Dynamics.
• (ST4) We made activities of Geogebra. It is
  always good to make activities in Geogebra ...
  thinking in how each of the activities was built
  make us reflect and rethink the properties of
  each figure ... It always inspire me to have new
  ideas.

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Conclusions

• The Virtual Learning Environments safely permit
  these records and offer an analysis of the entire
  path of the student.
• ? 80 choice GeoGebra for final project.
• (ST3) Geogebra is the best free software to
  development activities in all Mathematical
  contents.

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Conclusions

• We believe that overcoming the difficulties in
  the use of technology in teaching practice
  depends largely on the teacher and the actions
  required to develop his own training and
  autonomy.

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• THANK YOU!

Celina A. A. P. Abar abarcaap_at_pucsp.br PUC/SP