Using Action-Consequence-Reflection Geogebra Activities To Make Math Stick

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Published: Nov 2, 2018
Keywords:
GeoGebra, technology, algebra, geometry, precalculus, conceptual understanding

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Karen D. Campe
Independent Consultant (formerly Instructor, Education Studies Program, Yale University)

Abstract

In this article, the author discusses the Action-Consequence-Reflection cycle for promoting conceptual understanding with technology in the mathematics classroom, along with some cognitive science research support. Several Geogebra activities are presented that capitalize on this process, covering common curricular topics in secondary math.  Throughout, the author shares strategies for classroom implementation that encourage reflection and enhance student learning.

Article Details

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Vol. 7 No. 1: North American GeoGebra Journal
Section
Articles
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This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Author Biography

Karen D. Campe, Independent Consultant (formerly Instructor, Education Studies Program, Yale University)

Karen D. Campe has fifteen years' experience teaching secondary math and pre-service teachers, and has provided technology professional development since 1998 at conferences, workshops, and webinars. Karen is passionate about using all types of technology to enhance student understanding in mathematics.