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GeoGebra: A Global Platform for Teaching and Learning Math Together and
Using the Synergy of Mathematicians

Article  in  International Journal of Teaching and Case Studies · January 2010

DOI: 10.1007/978-3-642-13166-0_95

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Int. J. Teaching and Case Studies, Vol. 2, Nos. 3/4, 2010 225

GeoGebra: a global platform for teaching

and learning math together and using the synergy
of mathematicians

Pellumb Kllogjeri
Faculty of Natural Sciences,
Department of Mathematics and Informatics,
University ‘Aleksander Xhuvani’,
L. Konf. Labinotit, P.61, Elbasan, Albania
E-mail: pkallogjeri@gmail.com
Website: http://www.uniel.edu.al

Bederiana Shyti*
Faculty of Natural Sciences,
Department of Mathematics and Informatics,
University ‘Aleksander Xhuvani’,
Rr. Rinia, Elbasan, Albania
E-mail: bshyti@hotmail.com
*Corresponding author

Abstract: The computer-based education allows educators and students to use

educational programming language and e-tutors to teach and learn, to interact
with one another and share together the results of their work. It is done possible
by special electronic tools such as the mathematical programmes. One of them
that is embraced and used by a daily increasing number of users throughout the
world is GeoGebra, because of three main features: the double representation
of the mathematical object, there are not strong requirements as to the age and
the knowledge in using it and, it is offered free of charge. In this paper we are
concentrating in the double representation of the mathematical object and its
advantages in explaining and forming mathematical concepts and performing
operations, in the global opportunities for using GeoGebra and the benefits
of using it by cooperating and sharing experiences.

Keywords: GeoGebra; double representation; virtual tools; dynamic

demonstration; research work using computer programmes; interactive
environment; platform of sharing knowledge and results; communicative
bridge.

Reference to this paper should be made as follows: Kllogjeri, P. and Shyti, B.

(2010) ‘GeoGebra: a global platform for teaching and learning math together
and using the synergy of mathematicians’, Int. J. Teaching and Case Studies,
Vol. 2, Nos. 3/4, pp.225–236.

Biographical notes: Pellumb Kllogjeri is a Lecturer on Probability, Statistics

and Graph Theory in the University ‘Aleksander Xhuvani’ of Elbasan,
Albania. He is almost finishing the Doctoral School in Mathematics and

Copyright © 2010 Inderscience Enterprises Ltd.

226 P. Kllogjeri and B. Shyti

Computer Science in the University of Debrecen, Hungary. The dissertation

title: Geogebra in the education system of Albania. His main focus is the
training of the teachers in using GeoGebra software in the teaching and
learning process. His main studies are on GeoGebra subject and the
properties of closed polar curves (one article published in the mathematical
magazine OCTAGON, Vol. 16, No. 1A, April 2008). He is co-author with
Dr. Peter Kortesi from the University of Miskolc, Hungary in the article
’The extended help files in GeoGebra’ for MicroCad journal in Austria.
Participant and contributor in several international conferences of mathematics.

Bederiana Shyti is a Lecturer in Probability and Statistics in the University

‘Aleksander Xhuvani’ of Elbasan, Albania. She has a Doctoral Degree,
got last year (2009) in the University of Tirana, Faculty of Natural Sciences.
The subject of doctoral degree has been in Statistics: GIS with microdata
for the region development. She has published several articles on statistical
methods on the national journals for math.

1 Introduction

What is GeoGebra and its main characteristics and tools? GeoGebra, the recently
published software by Markus Hohenwater (2004) is a dynamic mathematics software for
schools that joins geometry, algebra, and calculus, it is an interactive geometry system.
With GeoGebra is possible to do constructions with points, vectors, segments, lines, and
conic sections as well as functions while changing them dynamically afterwards. The two
characteristic views of GeoGebra are: an expression in the algebra window corresponds
to an object in the geometry window and vice versa. GeoGebra’s user interface consists
of a graphics window and an algebra window. On the one hand we can create geometric
constructions on the drawing pad of the graphics window and, on the other hand, we can
directly enter algebraic input, commands, and functions into the input field by using the
keyboard (Judith and Markus, 2008).
What is the double representation?
GeoGebra affords a bidirectional combination of geometry and algebra that differs
from earlier software forms. The bidirectional combination means that, for instance,
by typing in an equation in the algebra window, the graph of the equation will be shown
in the dynamic and graphic window. While the graphical representation of all objects is
displayed in the graphics window, their algebraic numeric representation is shown in the
algebra window.
The geometric constructions are done by the means of the main virtual tools.
The virtual tools are found in the set of the toolboxes which have to be opened, then a
tool has to be selected, activated and used during the construction process. The virtual
tools are found in the toolboxes with their names linked with their functions like:
New point, Move, Line through two points, Segment between two points etc., alongside
which is their picture also. There are also buttons like: Delete object, Move drawing pad,
Zoom in/Zoom out, Undo/Redo buttons etc. GeoGebra offers more commands than
geometry tools.
 GeoGebra: a global platform for teaching and learning math together 227

2 What are the advantages and what is the power of using GeoGebra
with double representation in math teaching and learning process?

In this section, we present the advantages of using GeoGebra in our teaching and
learning process by giving a few examples, but there are more and more other examples
confirming this advantage. This topic should be explored and enriched by the activities
and the experiences of many teachers who are actively teaching.

2.1 Easy teaching and easy learning

In a geometry window it is possible to display a grid and the coordinate axes.
The coordinate system facilitates the work with integer coordinates. GeoGebra
performs a double representation: the geometric one and the algebraic one (=GeoGebra).
One can enter the objects either as geometric objects (via drop down menus) or as
algebraic objects – pairs of coordinates, functions – via the entry line. Moving the objects
in the geometry window changes the expressions in the algebra window accordingly.
Editing the expressions in the algebra window results in a respective change in the
geometry window. This is one of the main features of GeoGebra meeting the demands
of many didactics and educators to provide as many representations as possible for
the students. Taking advantage of this double representation feature of GeoGebra it is
easier for the teachers to explain the mathematical concepts, the properties of algebraic
objects and to methodically reason the result of a mathematical operation based on
the manipulations with their geometrical representations; on the other hand the students
have the possibility to grasp faster, and more accurately, a common model that is taught
and to add more to their knowledge through their experience while they use GeoGebra.

2.2 Quick and correct grasping of the concept

Because of the double representation feature it is possible to perform dynamic calculus
like functions in x, derivatives and integrals and draw conclusions about the properties
of the algebraic objects within a short interval of time because there is a dependency
between the algebraic object and its respective geometric object in such a way that,
a change done in the algebraic object is accompanied by a respective change in the
geometric object. So, we can enter any function and show a visualisation of generating
the first derivative. Changing f(x) in the algebra window will yield other functions.
Consequently, within a short time we can present many examples and observe the mutual
change in the two objects and draw conclusions regarding how the two objects relate
to one another. Otherwise, it would take a long time for the teacher to cooperate with the
students to draw conclusions together with them or to convey his thoughts to the students;
also, it would take a much longer time for the students to work and reach conclusions
on this subject. The fine thing is that the construction is so easy to do that it can be done
together with the students. The double representation feature allows the students to
quickly grasp mathematical concept. This is the real power of GeoGebra with double
representation compared with other mathematical software.
An excellent example is the concept of definite integral based on Lower and Upper
Sum of a Function (Figure 1). You can see the graph of a function together with its
Lower Sum (red) and Upper Sum (blue) for an interval [a,b]. Inserting a slider bar for the
number of the rectangles and using Lower Sum and Upper Sum commands and by
228 P. Kllogjeri and B. Shyti

changing the number n of rectangles by moving the respective point on the slider bar can
be observed the properties of the rectangles of the Lower Sum and Upper Sum by seeing
their respective values in the algebra window. The fact is that the number n influences the
Lower and Upper Sum and the conclusion is that: greater n be, less their difference
becomes, tending to zero. This observation leads to a quick grasping of the concept for
the definite integral by the students. This example and the next one are taken from the
paper of Josef (2008), ‘Linking Geometry, Algebra and Calculus with GeoGebra’,
pp.8, 12.

Figure 1 The lower and upper sum of a function (see online version for colours)

2.3 Geometric argumentation of arithmetic operation

The double representation is important in performing arithmetic operations. A very good
and important example is the multiplication of fractions. In this case, each fraction of
algebraic form is defined by two slider bars and it is represented by a part of a square
divided into equal rectangles (geometric representation). For instance, let us multiply
2/5 and 3/5 which are represented by the respective parts of their respective squares
(Figure 2). To find the result of their multiplication the right square is moved by dragging
it to the left over the left one. The solution of this simple operation is marked as the little
‘Solution square’ which is the common part of the overlapped parts. Using the slider bars
other fractions can be and multiplied.

Figure 2 The multiplication of fractions (see online version for colours)

 GeoGebra: a global platform for teaching and learning math together 229

This geometric representation is very important for the students of the low cycle system
or at the primary level of education. To help the students to master the performance
of an algorithm is the same as making sense of formal concept definitions which have
to be linked with the concept images. The concept images of the students are based on
their prior knowledge, acquired through their different experiences.
“The tendency of many students to evoke their concept image […] in many
situations it is desirable to have and evoke rich concept images and, … research
shows that visualisation facilitates mathematical understanding.” (Angel and
Paolo, 2006, p.149)
In order for the students to correctly perform the algorithm of multiplying fractions they
should have prior experience and GeoGebra is a very good and effective tool, providing
the environment for getting such experience with its double representation feature.
The visualisation of the algorithm leads to visual reasoning; as Gutierrez (1996)
summarised, much of the discussion on visualisation noting that,
“the visual processes are involved in interpreting: (a) External representations
to form mental images and (b) The mental image in order to generate
information.” (Angel and Paolo, 2006, p.90)
So, with visualisation abilities the students form visual reasoning and get the right
information in performing an algorithm and understanding and owning a mathematical
concept. Many psychologists and researchers in the field of mathematics strong stress the
visual reasoning in the work of today’s mathematicians and teachers.
Suffice it to quote here that:
“In his 1991 plenary address to the International Group for the Psychology
of Mathematics Education, Dreyfus urged mathematicians and mathematics
educators to give increased importance to visual reasoning – not to elevate it
above analytic reasoning but on an equal level with it. Visual reasoning plays a
far more important role in the work of today’s mathematicians than is generally
acknowledged.” (Hadamard, 1949; Sfard, 1994)
Other research, for example, Battista et al. (1989), Brown (1993), Brown and Wheatley
(1989, 1990, 1991), Clements and Sarama (this vol.), Reynolds and Wheatley (1992),
Wheatley et al. (1994), has shown the power of image-based reasoning in mathematical
problem solving.
“Students who used images in their reasoning were more successful
in solving non-routine mathematics problems than those who approached the
tasks procedurally.” (Lyn, 1997, p.154)

3 GeoGebra is a very good place for practice and research work

There is a practice block consisting of a pool of geometry activities of two different

difficulty levels: Basic tasks and Advanced tasks. The student can choose tasks of his or
her interest and work on them either on his or her own or together with a colleague.

3.1 Particular example for practice with GeoGebra

A special case is the calculation of areas of plane figures by the integration operator
and using GeoGebra software. Consider the plane surface bordered by the lines: x = a,
230 P. Kllogjeri and B. Shyti

x = b, y = 0 and the curve y = 1/x (Figure 3). It is known that the area of such plane
figures is ln(b) – ln(a) = ln(b/a), where 0< a < b. The double representation allows the
students to see a particular case for the lower and upper bounds: selecting them by
consecutive powers of 10, and writing down the values of the areas calculated or
generated by GeoGebra. A few trials show that:
100 1
∫10 x
ln(100) − ln(10) = ln(10)

104 1
∫103 x
dx = ln(104 ) − ln(103 ) = ln(10)

10−1 1
∫10−2 x
dx = ln(10−1 ) − ln(10−2 ) = ln(10)

10k +1 1
∫10k x
dx = ln(10k +1 ) − ln(10k ) = ln(10).

In the figure above two cases for the lower bound of the integral are given, which
is 10n for n = –0.5 for which the area is denoted by a and, n = 0 for which the area is
denoted by b. They are equal: a = b = 2.3, approximately ln(10).

Figure 3 The area calculated by GeoGebra programme is constant: 2.3 (see online version
for colours)

3.2 From particular example to generalisation

In general, if we take the function f(x) = m/x then the value of the integral of such
type is:
10k +1 m
∫10k x
dx = m ln(10k +1 ) − m ln(10k ) = m ⋅ ln(10).
 GeoGebra: a global platform for teaching and learning math together 231

In order for the students to investigate that the area of the plane figure satisfying the
above conditions is constant for any hyperbola function of type f(x) = m/x, in a GeoGebra
window with double representation two sliders are inserted: slider m for the parameter
m of hyperbola taking integer values from –5 to 5 with increment 1 and, the slider n for
the powers of number 2 (as a case we have made the choice that the boundaries
are consecutive powers of the number 2). The left and right boundaries of the plane
figure are 2n and 2(n+1), respectively, where n takes integer values from –5 to 5.
The students can play with the two sliders and investigate what happens with the area.
They can keep parameter m constant (for e.g., m = 2) and move the slider n changing
its values gradually. The vertical boundaries of the plane figure are displaced
simultaneously and they see that the area remains constant, actually shown by the
equality a = 2ln2 = 1.39 square units. The other investigation the students can perform
is the dependence of the area from parameter m when the vertical boundaries are not
changed. So, they can play with slider m (not moving slider n) and observe the values of
the area. It is advisable that the students keep notes for the values of the areas got by
moving the sliders, especially the slider m: they must register the values on a table with
two rows (the first row for the values of m and the second for the respective values of the
area). Comparing the area values for different values of m, they discover that the area of
the plane figure with fixed vertical boundaries is equal to the area of the respective plane
figure for the function f(x) = 1/x multiplied by the absolute value of m (Figure 4).

Figure 4 Area of the plane figure in general case for f(x) = m/x (see online version for colours)

If for the function f(x) = 1/x, the bounds of the area are, respectively: a b ..and..a b +1 , where
a > 0, b any real value, the area is ln(a). Again, it can be demonstrated with GeoGebra
that the area of the figure with such lower and upper bounds is constant.
So, by manipulating with tools of computer programmes we are led to analytically
proof and formulation of the statement: The area of the plane surface with boundaries
232 P. Kllogjeri and B. Shyti

f(x) = m/x, y = 0, and the perpendiculars with OX in the points of two consecutive powers
of number a is constant: m*ln(a).
GeoGebra is mainly used as a tool for teaching and researching. It is used as
a checking tool to test and verify thinking, or sometimes, when it is inconvenient to
draw graphs on the blackboard, it is used as a demonstration tool to emphasise their
impression.

4 GeoGebra: an interactive learning environment

GeoGebra provides an interactive learning environment where

“the pre-requisites are built into the system and where learners can become
active, constructing architects of their own learning.” (Papert, 1980, p.117;
Mathematics Education Library, 2002a)
The students, manipulating with the tools provided by GeoGebra software and making
observations in the two windows, continually have a horizontal growth of knowledge,
in which they build links between different representations but, even more, they have a
powerful vertical growth of knowledge that enables them to explore other aspects.
The teacher alone determines the effectiveness of curriculum by his or her decisions,
behaviour, attitudes, and cognitive processes, no matter how carefully the curriculum
has been developed. The high expectations educators once had about the benefits of
scientifically developed curricula have been supplanted by a more modest assessment.
“Recent research has placed more emphasis on everyday curriculum in the
classroom, on teachers’ ideas and subjective theories concerning their quotidian
preparation of classes, their subjective learning theories, implicit and explicit
objectives, philosophy of mathematics, and the influence of these cognitions
on their teaching.” (Mathematics Education Library, 2002b)
GeoGebra is a global platform where the students share their knowledge and their
creative works in the field of mathematics. There is a web page, GeoGebraWiki,
that allows the communication between the students and teachers on a global scale.
On the GeoGebra page the students can work and perform tasks individually or in groups,
they are motivated and enabled to take necessary actions for deeper learning, they are
involved in discussions that considerably facilitate their individual learning and
provide the possibilities for learning from one another and exchanging their experiences,
not only locally but globally as well and for measuring their own level of knowledge
and capabilities. This way, the students become accountable for constructing knowledge
and adding to it. As Alison Ruth writes in her paper “Learning in a mediated online
environment”,
“Students may then become engaged within their Zone of Learning Capability,
which is analogous to Vygotsky’s (1978) ‘Zone of Proximal Development’.
However, in the Zone of Learning Capability the student is enabled to take
the actions necessary to facilitate their own learning rather than being led
to a pre-determined point of knowledge. It emphasises students’ epistemic
motivation and agency … or the desire to know (Hatano and Inagaki, 1991),
which is central to understanding the Zone of Learning Capability.” (pp.138,
139)
 GeoGebra: a global platform for teaching and learning math together 233

GeoGebra is a special field to pursue research on teaching and learning and a strong
tool to realise the ‘didactical triangle’ which is: “the teacher, the student, and the
knowledge taught/learned” (Mathematics Education Library, 2002c).
Epistemology helps researchers make sense of research information, transforming
it into data detailing how that analysis might be patterned, reasoned, and compiled
and shows the belief they have about the nature of the reality they describe (Willis, 2007;
Creswell, 2007; Scott and Morrison, 2005).
GeoGebra is an answer to the epistemological questions about
“… how technology can help to construct an understanding of mathematics
and how GeoGebra can be used interactively to scaffold the construction
of mathematics knowledge.” (Allison Lu, 2008)
GeoGebra creates an atmosphere where the teacher encourages the students to think
creatively and promotes a problem-oriented approach to the teaching of mathematics.

5 GeoGebra is an open source for teaching and learning for all

GeoGebra software is a tool and a platform that can be used by the students of any level.
It can be used by young people, even by the students of a primary school. This is because
of the great variety of the exercises like puzzles and entertaining, construction, testing,
research, problem-solving etc. that can be accomplished by using GeoGebra tools and
its platform. Young people are game-driven and curiosity problem-driven. GeoGebra
software is the right tool and the platform for meeting the trends and needs of this
generation, not only in the school but in their homes as well or elsewhere, so long as
they have internet access. GeoGebra is an open source for teaching and learning, free
of charge and for all.
Their mathematical formation by using GeoGebra is indisputable in this IT age
and knowledge society where, as Miltiadis D. Lytras writes in his paper “Teaching in the
knowledge society: an art of passion”,
“Young people are computer literate up to an extremely satisfying level,
they use advanced software tools and hardware systems, … Furthermore,
the new amazing communication capacities characterising our era (blogs,
wikis, personal desktops, satellite connections) provide them with a global
context. These characteristics of change require a translation in terms of
reflective actions. Academic Institutions must develop new flexible approaches
for open teaching and learning. We started the International Journal of
Teaching and Case Studies with the ultimate objective of providing fresh ideas
on how Teaching can be transformed into an Art of Passion.” (p.2)
So, the young people’s potentialities and the communication capacities are available.
A response by the Academic Institutions is necessary. GeoGebra software is a very good
programme and tool to be used by them and GeogebraWiki is a respond added to the
other efforts and approaches done for open teaching and learning and for incorporating
new techniques and technologies in the teaching and learning process. GeoGebra
provides networking, open access, sharing of knowledge and teaching methods
and results, accumulation of experiences and further development of them. GeoGebra
and other sources are very useful tools and opportunities that must be used by the
Academic Institutions as the best means to reach communities and use the synergy of
234 P. Kllogjeri and B. Shyti

mathematicians for global progress, giving answer this way to the questions raised by
Militiadis in the same paper like:
“How can we exploit communities of teachers and learners aiming to
match together common interests and to exploit the synergies of differences?
How can we manage the various resources required for teaching, including
Content, Technologies, Human Resources, Processes, Skills Competencies,
Institutional policies etc?” (p.5)

6 GeoGebra is an approach to establish a communicative bridge between

the textbooks and economy and technology

In traditional education, the programmes of mathematics consist mainly of theory and

applications, rarely is there scope for research work. It is known that mathematics is the
foundation of all the inventions, of all the new discoveries, techniques and technologies.
It is also known that, while these new technologies and techniques are progressing
very fast, the programmes and the textbooks of mathematics are left behind regarding the
reflection of them and the incorporation with them in the teaching process.
Sanford, J.F. and Sztandera, L.M. in their paper “Thoughts on the future of
education in information Technology” treat the topic of difficulties faced by educational
institutions, two of which are:
“textbooks are often slow to incorporate new technologies.” (Reisman, 2005)
“few four-year programmes emphasise problem-solving through research
of new product capabilities … Educational programmes in the physical
sciences present natural laws coupled with experimental observation.
Mathematics is usually taught in a similar way with problems and/or proofs
substituted for experimentation.” (p.28)
GeoGebra software provides a perfect link between mathematical textbooks and IT
and a very comfortable and desired environment for problem-solving situations through
research work. All the above examples and the described features of GeoGebra, this new
technology, confirm this aspect.

7 Future tasks for the teachers

Imperative task for teachers using GeoGebra is:
Teachers need a support system and professional development to improve their skills in
teaching mathematics using GeoGebra. Hohenwarter and Preiner (2007) have developed
a handbook containing professional knowledge in using GeoGebra (Allison Lu, 2008,
pp.78, 79). With this guidance and support from the International GeoGebra Institute
(IGI), GeoGebra enhances teachers’willingness to integrate this new technology into their
teaching practices and helps collaboration between teachers and researchers and provides
professional development for teachers (Hohenwarter and Lavicza, 2007).
As to Yu-Wen Allison Lu, there are four different stages that teachers possibly
go through, from learning to use GeoGebra to teaching mathematics with GeoGebra:
 GeoGebra: a global platform for teaching and learning math together 235

Stage 1: Teachers have to get comfortable with the software alone at home, using the
software to create nice pictures for tests.
Stage 2: Teachers use GeoGebra as a presentation tool.
Stage 3: Teachers do use GeoGebra to visualise what has been discussed and, to get
students interact with one another. So students do some kind of exercise and GeoGebra
can be used as a checking tool. They type in what they think is the answer and show
it to the class and compare the different answers.
Stage 4: Teachers can ask many more open questions. Students can play with GeoGebra
to come up with conjectures, thus not just checking the conjecture but also developing
the conjectures (Allison Lu, 2008, p.52).

Acknowledgements

Our thanks to Dr. Miltiadis D. Lytras who proposed to us to submit our paper for
the International Journals that are sponsoring TECH-EDUCA and who encouraged
us to present an extended version of our paper by providing new sources and journals
via internet links.

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