Geogebra Is An Interactive Geometry, Algebra, Statistics and Calculus Application, Intended For Teaching and Learning Mathematics and Science. T

MAE204Q ASSIGNMENT 02
STUDENT: 64373797
QUESTION 1
1.1. Define GeoGebra. (2)

GeoGebra is an interactive geometry, algebra, statistics and calculus application,
intended for teaching and learning mathematics and science. GeoGebra is a software
for teaching and learning mathematics. It offers a great support in linking mathematical
concepts by offering geometry, algebra and calculus tools in one environment
1.2. Describe how you would use GeoGebra in the teaching of Grade 9
mathematics topics. (10)
1.3. Discuss the applicability of technology and media in the
mathematics classroom. (10)
Technology provides opportunities for instruction in mathematical classrooms. We can

enhance the learning process and make concepts come alive through engaging and
interactive media. The use of media to enhance teaching and learning complements
traditional approaches to learning. Using media engages learners , aids leaners
retention of knowledge and it motivates interest in the subject . The application of
technology and media in the teaching and learning of mathematics should enable
students to attain learning experience through:
• Making informed decisions when accessing, capturing and analyzing data, as well as
when manipulating, interpreting and processing information.
• Applying problem-solving skills, using critical and creating thinking, within the context
of business information, communication and technology.
• Acquiring basic knowledge and skills to improve his or her competency in interacting
with different computer applications, such as word processing, spreadsheets, databases
and presentations.
• Applying knowledge and skills, as well as understanding environmental and global
issues that are linked to the subject
1.4. Draw up a checklist that you can use to select the appropriate
digital content. (5)
Checklist for selecting digital media Yes No
1. does the resources used or tools used develop knowledge that

suports conceptual understanding.
2. is the digital media age appropriate and easy to use by children.
3. does the media provide the teacher with assesments they can
use to assist and help leaner.
4. does the tool develop knowledge that supports critical thinking

and understanding.
5. is the digitl media fair regarding gender age culture and religion.
Question 2
2.1. Elaborate on how you would use the Geoboard in the teaching of
space and shape inGrade 8. (10)
Step 1
I will beginning by showing the learners a Cartesian plane and label it by putting the x
and the y in the write place. Put on graphics on the Cartesian plane to show the grid or
to hide it.Plot the point A (4 ,5) by clicking on the tool bar and then click the point of
intersection of A (-4;5). The point will appear.
Step 2
Reflect the point A(4 , 5)about the x-axis. Click and then the point A (4, 5) on the
Cartesian plane followed by clicking the x line, that is, the x-axis. The mirror image or
the reflection of A (4 , 5) will be reflected as A՛ (4 , -5)
Step 3
Instruct learners to construct a quadrilateral using the software on the Cartesian plane a
square with the following points: B (5 , 4); C (7 ,4); D (7, 2); E (5, 2). Click the point B (5,
4); drag the mouse horizontally along the grid from B to point C (7, 4); hover the mouse
vertically down to point D (7, 2); hover the mouse horizontally to the right from point D to
E (5, 2) and lastly hover the mouse vertically up from point E to A. Finally, you had
constructed the square BCDE.
Step 4
1
Ask learners to reflect and translate the same quadrilateral and give its new co-
ordinates.
2.2. Critically discuss the impact of globalisation in mathematics
education. (15)
Globalisation and the mathematics content

The mathematics curriculum must reflect the global context. The mathematics selection
knowledge for the curriculum must not only be confined to local facts, it must contribute
to learners’ high knowledge, high skills and social transformation.
Globalisation and teaching approaches

For learners’ global competency in mathematics, the teaching approaches must shift
from teacher centred approaches to student centred approaches where students can
acquire knowledge through active and critical learning.
Globalisation affects the teaching approaches in a sense that teaching approaches
must encourage an active and critical appropach to learning, rather than rote and
uncritical learning of reality.
Globalisation and the teaching resources

Globalisation affects teaching resources in a sense that the textbook must be
augmented by other resources like computers, handheld devices like tablets, cell
phones and many other technology tools. Augmenting a textbook with other resources
can enable learners communicate effectively using visual, symbolic and/or language
skills in various modes. Resources can enable learners communication effectively using
visual, symbolic language skills in various modes.
Question 3
3.1. List five natural resources that can be used in a mathematics
classroom. (5)
1. Sticks
2. pine cones
3. leaves
4. Stones
5. SeaShells
3.2. Discuss four benefits of using calculators. (8)

Appropriate instruction that includes calculators can extend learners’ understanding of
mathematics and allow all learners access to rich problem-solving experiences. the
calculator as an estimation teaching tool is fun to use, without exposing learners to the
fear of embarrassment.
• It helps learners feel comfortable with technology
• using a calculator can help certain students find mathematics more enjoyable
• it promotes accuracy by letting students check their answers on their own
• it removes tedious busy work, allowing students to focus on math concepts that
matter.
3.3. Elaborate on the importance of using visual resources. (5)

Pictures help students see mathematical ideas, which aids understanding. Visual
mathematics also facilitates higher-level thinking, it enables communication and helps
people see the creativity in mathematics.
• learners respond to visual information faster as compared to text only materials.
• it assists learners to learn discovery
• Develops insights by themselves
• learners become actively involved in the learning process
• they become stimulated and motivated
• Develops their critical thinking
• helps them think creatively
Question 4
4.1. Discuss five factors that could hinder the use of technology and
media in rural disadvantaged schools in South Africa. (10)
• There is a lack of teachers qualified in technology integration, many schools lack
teachers qualified in technology integration who can drive the technology ‘wagon’
and assist other teachers in integrating technology effectively into their teaching
and learning activities.
• The major constraint is finance since digital technologies are often expensive.
• There is a shortage of basic resources such as textbooks in some classrooms.
• Not having knowledge and understanding could hinder the use of technology and
media in rural schools.
• Lack of broadband internet can drastically affect education in rural areas. Rural
areas often have a poor internet connection so most technology resources will
not work effectively.
4.2. Contrast a scientific calculator with a graphic calculator. Give

examples of computational solutions to clarify the differences you
have stated. (10)
The graphics calculator
has all the facilities of a scientific calculator and can be used for data analysis, linear
algebra, programming and the graphing of functions.It can be used to draw a number of
graphs on the same Cartesian plane. This allows learners to interpret, analyze and
compare the characteristics of functions with relative ease. For instance, you could
programme in the following linear equations:
y = x 5 ; y = x 2; y- = x + 9 (By altering the ‘c’ in the equation: y = x + c, the learner can
discover how the ‘c’ affects the y-intercept of the graph.)
Scientific calculator
A scientific calculator has the capability to perform calculations more than just division,
multiplication, subtraction, and addition. You can perform functions, like trigonometry,
exponents, and logarithms. ou will type a function and see a graph of it in a graphing
calculator. In addition, the graphing calculator can solve integral calculus and matrices,
which is not possible with a scientific calculator. A scientific calculator can calculate
sums like 4.587 × 10⁴ ÷ 1.2 × 10⁻³ = 38 225 000 or 3.8225 × 10⁷
4.3. Critically discuss four principal types of computer-based
education programmes (10)
Drill and practice programs. These are quite common and are usually of the
branching variety, which means that if learners have problems at a certain level, the
program automatically moves to a simpler level. Once the learner has become more
proficient, the program moves back to the more complex level. Programs in
mathematics, science and languages are often of this type.
Tutorial programs. These differ from the drill and practice programs in that new
information is supplied by the program. Based on the learner’s responses, further
information is then supplied which often becomes more and more abstract.
Simulation and gaming programs. The computer creates realistic situations to which
a learner can react.
Problem-solving or free interaction programs. Here the learner makes use of the
computing properties of the computer and of the computer’s ability to create new and
unfamiliar situations. In mathematics, for example, learners can experiment with instant
solutions to complex mathematical problems without the hours of work necessary in the
case of conventional calculations.
RESULTS
Total = 80 / 100 (80%)
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MAE204Q ASSIGNMENT 02

1.1. Define GeoGebra. (2)

Technology provides opportunities for instruction in mathematical classrooms. We can

Checklist for selecting digital media Yes No

1. does the resources used or tools used develop knowledge that

2. is the digital media age appropriate and easy to use by children.

4. does the tool develop knowledge that supports critical thinking

Globalisation and the mathematics content

Globalisation and teaching approaches

Globalisation and the teaching resources

3.2. Discuss four benefits of using calculators. (8)

3.3. Elaborate on the importance of using visual resources. (5)

4.2. Contrast a scientific calculator with a graphic calculator. Give

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