Toward Model-Centered Mathematics Learning and Instruction Using Geogebra

Abstract

This chapter presents a model-centered theoretical framework for integrating GeoGebra in mathematics teaching and learning to enhance mathematical understanding. In spite of its prominence in the ongoing mathematics education reform, understanding has been an ill-defined construct in the literature. After reviewing multiple perspectives from learning theories and mathematics education, we propose an operational definition of understanding a mathematical idea as having a dynamic mental model that can be used by an individual to mentally simulate the structural relations of the mathematical idea in multiple representations for making inferences and predictions.