Dynamic Geometry Systems in Upper Secondary Mathematics: The Didactical Potential of the Dynamic Software GeoGebra and How Teachers Utilize it
(English)Manuscript (preprint) (Other academic)
Upper secondary teachers were asked to make an introduction of integrals and prepare integral tasks for students at the upper secondary level. The teachers were asked to construct this material by using the dynamic geometry software GeoGebra. Through an analysis of the introductions and tasks produced by the teachers and their interview response the teachers’ perception and utilization of the didactical potential of GeoGebra was investigated. The results of the study have shown that teachers in the experimental group encountered obstacles that prevented them from utilizing the full potential of the software in their teaching of integrals. With respect to their nature three different types of obstacles have been distinguished by the teachers in this study: epistemological, technical- and didactical obstacles.
GeoGebra, Dynamic Geometry Systems, teacher, integrals, upper secondary school, didactical potential, obstacles
IdentifiersURN: urn:nbn:se:liu:diva-68850OAI: oai:DiVA.org:liu-68850DiVA: diva2:421390