Coordinate Geometry - a conceptual approach with GeoGebra - Online

Richard Andrew
Improve your teaching paradigm with this engaging, conceptual, inquiry-based approach to teaching straight-line Coordinate Geometry utilising GeoGebra.
Target Audience
Secondary Mathematics Teachers
71 reviews
110

Learning Areas

Teaching Standards

General Description

This 6 week online course presents a conceptually-based approach to teaching mathematics and uses the straight-line coordinate geometry unit in which to do this. The course utilises GeoGebra. However, other dynamic geometry software or indeed, no dynamic geometry software, may be used. The success of this engaging, conceptual, inquiry-based approach lies in the fact that during the first few lessons students learn to perform the following skills without utilising formulas: read gradients from straight lines, sketch straight lines directly from equations (without using tables of values), read an equation directly from its graph and find the midpoints and distance between pairs of points. Students who struggle with Coordinate Geometry tend to achieve far greater success and confidence with this approach. At the end of the unit traditional formulas are derived and then employed. The December date enables the course to be completed during the holidays, finishing early Term 1. Accredited PD Hours = 7

Audience

Secondary Mathematics Teachers

Available Delivery Formats

Format Description

A normal online course delivered over several weeks-6 months is worth from 5-75 hrs depending on the course content and its objectives. Participants will not need to take time off, the course date is the START date only, end dates will be listed and course hours advertised.
As an online course, links to the course website and access information are provided on the start date. Participants are not advised to take the day off on the start date, as it should be completed in the time participants set aside for it. This is because there will be no face-to-face class or ‘Webinar’ on the start date. The entire course is done online and is forum based with occasional webinars.
Participant information: We advise you take the time to complete the course week-to-week (up to 2 hours a week total) to complete the course within the time the course is open. The courses are generally broken up into ‘Modules’ or “Units”, meaning new information and tasks are designed to segment the learning, and allow you time to complete each module before advancing on. You will not need to take time off, the course date is the START date only.

The course can be accessed 24/7 over a 6 week period. Due to the requirements of self-reflection and the implementation of strategies, participants will need to spread their involvement evenly over at least 3-4 weeks of the 6 week period.
The December occurrence runs through the Christmas holiday period, ending early Term One. Participants are able to work on the course whenever it suits them during that period.


This course contributes to 7.0 professional development hours.

Occurrences

Start Date Location Availability Price    
15/09/2014 Online Places available $254 + GST See More
08/12/2014 Online Places available $254 + GST See More

Sessions

Session One: Preliminaries

1 hour

(Article, video, forum post) Welcome to the course; meet your facilitator; course requirements explained; reference to Professional Standards; Technical requirements explained; the introductory forum.

Session Two

1 hour and 30 minutes

Unpacking rules-based teaching: The traditional approach is explained as a juxtaposition to the conceptual approach; participants share their views (Article, forum post).
Unpacking the conceptual approach: the conceptual model explained (Detailed teaching resource, video).
Prerequisite GeoGebra skills: The GeoGebra skills required for the course files explained (video, Participation).
Phase One unpacked: Participants to work through one of the Phase One real world activities (Participation).

Session Three

1 hour

The Socratic Method (Articles, past posts,forum post).
Phase Two unpacked: Phase Two enables students to ascertain gradients, y intercepts and straight line equations without the use of formulas (Videos, GeoGebra file, past posts, forum post).
The Brick Wall Theory explained (Article).
Phase Three unpacked: (Article, videos, exploration of Phase Three questions, GeoGebra file, past posts, forum post).

Session Four

1 hour and 30 minutes

Phase Four unpacked: establishing the formulas, the case against compartmentalisation of mathematics instruction, 30 minutes exploration of Phase Three Activities (Articles, GeoGebra files, participation).

Session Five

1 hour

Dealing with student spread within a unit of work (Article, past posts, forum post).
Phase Five: Simultaneous Equations (Video; article).
Phase Six: Moving away from y = mx + b - (Article).
Phase Seven: Parallel and perpendicular line relationships (Video, GeoGebra file, Exploration).
Phase Eight: General form of the equation of a straight line (Article).
Brick Wall Forum (Forum Post)

Session Six

1 hour

Student assessment options (Article, videos, assessment rubric docs, past posts, forum post).
Student engagement example - (Article, video, Prezi).
The completion process.
Optional extra: Dealing with Student Networked Computers
Teaching students with networked computers, Considerations, Training students to follow a network protocol (Articles)

What To Bring

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Reviews (average 5 stars)

Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.

Coordinate Geometry - a conceptual approach with GeoGebra - Online
by Michael Lynch on 28/02/2014

Very pleased I did this. Not only did I get some great resources I can use with my classes right out of the box, but the thinking involved in getting the students to learn through asking questions and structuring the classroom environment differently were very good. I’ll have plenty to chew on for a while.

Coordinate Geometry - a conceptual approach with GeoGebra - Online
by Shannon Williams on 13/02/2014

I liked how I could go at my own pace and that it provided excellent practical and usable strategies to assist me in ensuring that my teaching of the coordinate geometry topic was engaging, as well as ensuring information was retainable in the long run.

by Diane Guillemain on 12/11/2013

Excellent, Richard is a great mentor and very supportive, the feedback was constructive and helpful. The delivery impeccable and the content awesome.

04/11/2013

A very worthwhile course to undertake from both a conceptual approach idea, as well as a great use of the geogebra program as a learning tool for the students.
The delivery aspect of this course was really fantastic and the presentations from Richard were great. They were very easy to understand as an online presentation. Furthermore the online presentation allowed for an individual teacher to access the course as they were able to manage the time and this was particularly helpful for me.

16/10/2013

My comment on the course has been posted in the forum within the course. The course was very useful and interesting. It was conducted very efficiently with the responses being prompt and specific. I enjoyed the interactions during the course and some of the strategies discussed were eye-openers. Thank you for the course.

16/10/2013

A fantastic course, insightful, inspiring, great resources and a fun way to teach coordinate geometry! Great feedback from Richard and very personal.

Ivana Carlini
by Ivana Carlini on 17/06/2013

Great, enjoyed the flexibility.

Heather Meinecke
by Heather Meinecke on 17/06/2013

I found the course informative and thought provoking. I am pleased to have been introduced to Geogebra.

Michael Lewis-Driver
by Michael Lewis-Driver on 03/12/2012

The course was thought-provoking and inspirational.

Henry Goralski
by Henry Goralski on 03/12/2012

This course was better than I expected.
No problems with any downloads and all materials were professionally presented.
I will go away and practice what I have been shown and I am certain that my students will benefit from my experiences.
Thank You Richard

Robert Rabie
by Robert Rabie on 03/12/2012

This was a satisfying course, any new way to teach students which increase understanding, interest and participation is all good.

Michael Lane
by Michael Lane on 03/12/2012

This was very useful for me at the stage where I am in teaching in a new digital environment.

Rhonda Mossel
by Rhonda Mossel on 17/09/2012

The course was great because it opened my mind to different teaching methods and styles to get the same understanding across. In fact it has allowed me to alter my priorities in the teaching of the material.

Karen Keating
by Karen Keating on 17/09/2012

A very good course which provided some thought provoking ideas and strategies I had not encounted before, with ways to incorporate GeoGebra into teaching them.

Marjan Novotni
by Marjan Novotni on 17/09/2012

excellent course that looks at teaching coordinate geometry at a different perspective.

Kathryn Gorton
by Kathryn Gorton on 17/09/2012

Provided with great teaching strategies and resources plus plenty of ideas that will be considered to improve my teaching and the learning of my students.

Scott Amy
by Scott Amy on 17/09/2012

Some interesting concepts.

Candice Cooper
by Candice Cooper on 17/09/2012

Had some great reading and materials. The Geogebra files are great. It would have been good to get more ideas and resources for getting students using geogebra ie instructional resources.

Dianne Hamilton
by Dianne Hamilton on 17/09/2012

I found the class very good. The ideas behind teaching were thought provoking and the resources given wre excellent. I would recommend the course.

Tony Sanchez
by Tony Sanchez on 18/06/2012

Really useful. Covered technological and pedagigical aspects of Coordinate Geometry. Presenter easily accessible via email.

About the team


Richard Andrew

Creator

Richard has taught in 3 states and territories of Australia over the past 25 years and has been Head of Mathematics at Oxford Falls Grammar School for 6 years. He has developed a teaching style which is interactive and relational, directed yet open ended, and which fosters individual progression, higher-order thinking, and collaborative learning. Richard is a passionate campaigner for conceptual learning; his professional journey continues to lead him to discover more and more ways of teaching mathematics conceptually and he delights in sharing these with other teachers.