The North American GeoGebra Journal (NAGJ) is a peer-reviewed academic publication dedicated to disseminating high-quality articles focused on the innovative use of GeoGebra in mathematics education across grades K to 16 (kindergarten to undergraduate levels). GeoGebra is a powerful dynamic mathematics software that combines geometry, algebra, calculus, and other mathematical tools, making it an essential resource for teachers and learners alike.
The journal aims to showcase cutting-edge research, best practices, and practical applications of GeoGebra in various educational settings, including primary schools, secondary schools, and higher education institutions. The articles cover a wide range of topics, including lesson plans, teaching strategies, classroom experiences, educational technology integration, assessment methods, and pedagogical approaches.
The journal's readership includes educators, researchers, mathematicians, curriculum developers, and anyone interested in leveraging technology to enhance mathematics teaching and learning. Each article undergoes a rigorous peer-review process to ensure the quality and validity of the presented content.
The GeoGebra Journal serves as a valuable resource for educators seeking innovative and effective ways to engage students, foster mathematical thinking, and promote digital literacy in mathematics education. By promoting the use of GeoGebra, the journal contributes to the advancement of mathematics education worldwide and empowers teachers to create dynamic and interactive learning experiences that inspire a deeper understanding of mathematical concepts among students of all ages.
Vol. 11 No. 1 (2023): North American GeoGebra Journal
Fostering mathematical understanding through visualization and exploration.