This webinar is hosted in en-US
In a normal mathematics classroom, a teacher bases her teaching on a textbook, during half of each lesson she lectures (writing something on the blackboard etc.) and the rest of the lesson students are allowed to work individually in their note book, while she is available for answering questions. Assignments are given for home work. All students work through the book in the same pace. Some time teacher-made test, consisting of mixture of open-ended and multiple choice items, by which the teacher rates in order to monitor student progress. At the end of the year the learning of the textbook content be completed and students appear in a summative test to demonstrate their knowledge of the content. In such situation there are several ways for applying ICT. In a substitution method a teacher replaces some of the old technologies with ICT. For instance: the teacher may use PowerPoint for her lectures. Or she may allow her student to send their homework via e-mail to her. She even could present the tests electronically. Such ICT-scenario would not require much change and/or training. This may be called a cosmetic change: old wine in new bottles. There is a need to have a paradigm shift in teaching-learning situations through a transformational approach. Also, In NCF 2005, for teaching and learning of Mathematics following broad process perspectives has been recommended:
• Student Activity
• Multiple Representations
• Experimental and Guided Discovery Learning
In the transformational scenario, Mathematics specific software like GeoGebra, Cabri, winplot etc. can provide these opportunities to enhance learning by
• Visualizing-learners can “see” abstract concepts
• Representations-learners can make connections
• Experiments-learners can discover mathematics
At the same time the design and development of open source Virtual learning environment (VLE) Moodle is guided by a particular philosophy of learning, a way of thinking that may be referred as “Social constructionist pedagogy”. It refers four main concepts:
1. Constructivism- Users actively construct new knowledge as they interact with in this learning environment.
2. Constructionism- It asserts that learning is particularly effective when constructing something for other to experience.
3. Social Constructivism- This extends the above ideas into a social group constructing things for one another, collaboratively creating a small culture of shared artifacts with shared meaning.
4. Connected and separate- This idea looks deeper into the motivations of individuals within a discussion.
So keeping this vision in focus, we have integrated Moodle with GeoGebra by developing GeoGebra quiz Plugin for Moodle. We have also explored several other filters of Moodle which can help to generate interactive Dynamic Mathematics course with Moodle. In this article we will discuss the impact and utility of dynamic mathematics in the dynamic learning environment.
Dr. P. K. Chaurasia, has completed her doctorate in Mathematics and Since last 10 years working in National Council of Educational Research and Training (NCERT), India. The National Council of Educational Research and Training (NCERT) has been working at the National level for the all-round improvement in the quality of school education. Since last five years for implementing technology interventions at School stage specially for Mathematics curriculum, she does experimentation and practicals with schools across India. Her area of Interest is Technology intervention in Mathematics Education, Mathematics and Harmonic Analysis.
Doctor of Education