Designing GeoGebra Applets to Maximize Student Engagement

Author(s): Teo Paoletti, Ceire Monahan and Madhavi Vishnubhotla

Source: The Mathematics Teacher, Vol. 110, No. 8 (April 2017), pp. 628-630
Published by: National Council of Teachers of Mathematics
Stable URL: http://www.jstor.org/stable/10.5951/mathteacher.110.8.0628
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TECHNOLOGY
tips
Teo Paoletti, Ceire Monahan, and Madhavi Vishnubhotla

Designing GeoGebra Applets to

Maximize Student Engagement

G
eoGebra is a free tool that to have access to in order to develop the GETTING STARTED
has the potential to change mathematical ideas the teacher intends. WITH GEOGEBRA
both how and what we In most cases, students do not need The easiest way for teachers and stu-
teach in mathematics. Geo- to use all of GeoGebra’s features and dents to access the full version of Geo-
Gebra allows teachers and tools (e.g., “Conic through 5 Points,” Gebra is to go to its website (https://
students to explore various mathemati- “Reflect about Circle”). In fact, if all www.geogebra.org) and click the “+”,
cal ideas either through the full applet the features are available, students may then Start GeoGebra. Before creating any
(https://www.geogebra.org/graphing) become distracted exploring what these applets, teachers should create a Geo-
or by sharing applets via GeoGebra’s do. To prevent such distractions, Geo- Gebra account to ensure they can save
Materials site (https://www.geogebra. Gebra allows teachers to restrict access and share their work. To save or share
org/materials/). It has many capabilities, to features when sharing an applet on GeoGebra files, teachers can create a
including allowing students to graph the GeoGebra Materials site. This site unique GeoGebra account or link their
functions, draw and change various has thousands of publicly shared applets Google, Microsoft, Facebook, or Twitter
geometric shapes, solve equations, and created by other educators. accounts to GeoGebra.
complete other algebraic procedures. In this article, we offer suggestions
Although all of these features make Geo- for teachers on how to create GeoGebra CREATING A GEOGEBRA APPLET
Gebra a potent tool, the full applet can files that maximize students’ engage- We designed the Exploring Quadratic
be overwhelming to a novice user and ment with mathematical ideas while Functions applet to let students (1)
can create distractions for students. minimalizing potential distractions. We explore how changing the parameters a,
Teachers should consider what tools describe how to create and share Geo- h, and k, of a quadratic function in vertex
are (and are not) important for students Gebra files that limit features that may form (i.e., y = a(x – h)2 + k) influences
create potential distractions. Through- the dynamic graphical representation
Edited by Robert Lochel out, we give the pedagogical reasons of the function and (2) investigate the
behind our decisions. points of intersection of the parabola and
Technology Tips offers a forum for innova-
tive uses of technology in the teaching
and learning of mathematics; it appears
in every issue of Mathematics Teacher.
Manuscripts for the department should be
submitted via http://mt.msubmit.net. For
more information, visit http://www.nctm
.org/mtcalls.

Department editors
Heather Lynn Johnson, heather.john-
son@ucdenver.edu, University of Colorado
Denver; Steve Phelps, sphelps@madei-
racityschools.org, Madeira High School, Cin-
cinnati, Ohio; and Robert Lochel, rlochel@
verizon.net, Hatboro-Horsham High School,
Horsham, Pennsylvania
Fig. 1 Create and adjust the parameters on a slider.

628 MATHEMATICS TEACHER | Vol. 110, No. 8 • April 2017

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a line defined by the rule y = c in rela-
tion to the solutions of the equation c =
a(x – h)2 + k. To create an applet, first
click the Graphing Calculator option. We
created sliders for the variables, a, h, and
k. To create a slider, click the Slider tool
(fig. 1), and then click on the screen
where you want it to appear. This action
makes the Slider screen appear, allow-
ing you to change the parameters of the
slider. We named the slider h and used a
minimum value of –10, maximum value
of 10, and increment of 0.1. We followed
a similar procedure to create sliders a
and k. Fig. 2 Define a parabola with parameters and change its properties.
After creating the sliders, we defined
a parabola, typing y = a*(x – h)^2 + k
(note that GeoGebra automatically
represents the 2 as an exponent) in the
input bar in the Algebra window on the
left side of the screen (fig. 2). GeoGebra
created a thin black parabola labeled
c. We changed the color and thickness
of the parabola as well as removed the
label. To change these features, right
click on the parabola itself, which opens
the Object Properties window. Click the
checkbox next to Show Label in the Fig. 3 Create a perpendicular line and name it using the function rule.
Basic tab to hide the label, change the
color of the parabola in the Color tab,
and change the thickness of the parabola
by moving the Line Thickness bar from
2 to 5 in the Style tab.
Next, we defined a dynamic point on
the vertical axis by choosing the Point
tool on the top toolbar and clicking on
the vertical axis. We colored this point
orange and named it C, again using the
Object Properties options described
above. To define the line y = c, draw a
perpendicular line at C from the verti- Fig. 4 Build dynamic equations in the text option.
cal axis. First, choose the Perpendicular
Line tool (fig. 3), click on the point C, tion appear. You can use Object Proper- the window. Then continue typing the
and then click on the vertical axis. Use ties to name these points (we named rule, using the other variables where
the Object Properties tool to change them A and B) and to change their color appropriate in order to have a dynamic
the thickness and color of the line, and and thickness. rule on the applet that shows students
use the Show Label option to make the Finally, we designed the applet to how the rule changes while the slid-
functions Value visible (fig. 3). This show the different coordinate values ers a, h, and k move. We used the same
value dynamically changes as the point of A, B, and C and the functions rule process to define the points A, B, and
C is dragged. as dynamic text. To do this, click the C in the screen, in each case changing
Next, define A and B to be the points Text tool on the toolbar, then click on the colors to match the corresponding
of intersection of the line y = c and the the screen where you want the text to geometric object using the Object Prop-
parabola. To do this, move the point C appear. To make the text dynamic, click erties screen.
so that the line and parabola intersect. first on the Advanced tab, then on the Before sharing the applet, ensure
Choose the Intersect tool on the top tool- GeoGebra symbol (fig. 4) to access the that all of the mathematical text is fixed
bar and click the parabola and the line, variables defined in the applet. Type on the screen so that students cannot
which will cause both points of intersec- “y =” and click on the a variable in (intentionally or unintentionally) drag

Vol. 110, No. 8 • April 2017 | MATHEMATICS TEACHER 629

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 Using the resulting worksheet
(https://www.geogebra.org/m/fnpVzVSf),
students can explore the influence that
the parameters a, h, and k have on the
graph and investigate the relationship
between the points of intersection of the
line y = c and the parabola and the solu-
tions to the equation c = a(x – h)2 + k.

EMPHASIZING THE MATH

While we created this applet for teach-
ers to use, we hope this article will give
teachers insights into how GeoGebra
applets can be designed and used to
influence how mathematics is taught as
well as what mathematics is emphasized.
Fig. 5 Share an applet. Our goal was not to detail every feature
of GeoGebra but to give ideas about how
this text around, creating a potential logged in.) You will need to name the to create sharable applets. For instance,
distraction. To ensure that these objects file and select the visibility settings of a teacher can create similar applets for
cannot be moved, right click on them the applet. GeoGebra provides a variety other function classes (e.g., absolute
and then click the Fix Object box for of ways to share a file, including work- value functions). More generally, by
each one. sheets that allow you to add texts, links, knowing how to create dynamic points,
videos, images, and questions before and sliders, and text, teachers can begin to
SHARING AN APPLET after the applet. To create a new work- create a multitude of applets for various
We used many tools to create this applet; sheet, click on the GeoGebra symbol, mathematical concepts.
but because most of them could be dis- which opens a new window. Using the +
tracting for students when using the Add Element button below the applet, you
applet, we removed any screens we did can add, for example, text both above
not want students to access. To do this, the applet (to give students instructions)
click on the Menu bar (Step 1 in fig. 5), and below (as guiding questions for stu-
then File, and then View. (In this case, dents to explore).
we removed the Algebra screen on the After selecting the settings, you will
far left by selecting the Algebra checkbox need to choose a visibility option: Private
to make this left column disappear.) To (only the creators can see the applet), TEO PAOLETTI, paoletti@
share the applet without these tools, Shared with Link (anyone with the link mail.montclair.edu, teaches at
click Menu bar, then click File, and then can access the applet), or public (anyone Montclair State University. He
Share (fig. 5). can find and use the applet through Geo- is interested in student learn-
Clicking Share takes you to a screen Gebra Materials). For the applets we use ing in the context of middle
that asks you to save the file. (This with our students, we generally choose and secondary school math-
prompt happens only if you are already Shared with Link option. ematics. CEIRE MONAHAN,
monahanc4@mail.montclair.
edu, a former middle school
teacher, is a graduate student
at Montclair State University

DO YOU HAVE in Montclair, New Jersey. She

is interested in mathematics learning for

SOMETHING TO ADD?
middle school teachers and creativity in
mathematics at all levels. MADHAVI
VISHNUBHOTLA, vishnubhotm1@mail
.montclair.edu, a former high school
Share with readers and the Editorial Panel your opinions teacher, is a graduate student in math
about any of the articles or departments appearing in this education at Montclair State University
issue by writing to Reader Reflections. Letters should be in Montclair, New Jersey. She is inter-
ested in understanding students’ learn-
sent to mt@nctm.org.
ing of geometry through dynamic geom-
etry software.

630 MATHEMATICS TEACHER | Vol. 110, No. 8 • April 2017

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