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Playing with maths: GeoGebra application for meaningful education

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DOI: 10.1109/ICL.2014.7017777

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 Playing with Maths
GeoGebra Application for Meaningful Education

Uriel Cukierman, Patricia Arnal, Paula Cerasulo, Gabriela Esperon, Beatriz Fuertes, Martín Agüero, Rafael Urdaneta,
Leonardo Ibañez, Sebastián Badaro
School of Engineering
Universidad de Palermo
Buenos Aires, Argentina
urielc.up@gmail.com, p_arnal@yahoo.com.ar, paula_cerasulo@yahoo.com.ar, esperongabriela@hotmail.com,
beafuertes@yahoo.com.ar, aguero.martin@gmail.com, urdaneta.rafa@gmail.com, leoo.davinci@gmail.com, seba-
badaro@hotmail.com

Abstract— This paper is about a mini-course that we
developed to train teachers, how to teach basic mathematic
concepts to their students by relating those concepts to a popular
game like "Candy Crush". In order to facilitate this process, we
used GeoGebra, a free and open source application that is
frequently used for teaching mathematics. The Mini-Course is
being delivered through a WordPress platform. This idea may be
extended, afterwards, to other mathematical concepts and other
games.
Keywords—GeoGebra; mathematics; games; education; STEM
I. INTRODUCTION
These days, one of the most compelling challenges is how
to promote STEM (Science, Technology, Engineering and
Mathematics) [1] education among high school students. The
biggest problem is how to make them understand why
mathematics are important and how to relate mathematical
concepts with everyday practical problems. On the other hand
nowadays students are naturally engaged with digital games
which have mathematic calculations included in its
programming. So the basic idea is to show them how
understanding basic mathematic concepts can be useful for
developing electronic games and, consequently, encouraging
them to continue with STEM education in the undergraduate
level.
We developed a mini-course to teach last year high school
professors, how to teach basic mathematic concepts to their
students by relating those concepts to a popular game like
"Candy Crush". In order to facilitate this process, we used
"GeoGebra" [2], a free and open source application that is
frequently used for teaching mathematics. The Mini-Course is
being delivered through a WordPress platform. This idea may
be extended, afterwards, to other mathematical concepts and
other games.
II. BACKGROUND
Early abandonment in higher education is an important
issue all over the world. According to statistics from the
Organization for Economic Cooperation and Development
[OECD], in countries like Italy and United States, the
proportion of students who enter a tertiary program but leave
before completing a degree is higher than 50% [3]. This
situation is even worse in Latin America where only 10% of
the population between 25 and 29 years old finishes tertiary
education [4]. Particularly, in Argentina, the numbers are
certainly above the Latin American average, but still very low.
According to official statistics produced by the Argentinean
Ministry of Education, during the decade 2001-2011, 3.2
million new students entered in the undergraduate national
university system but only 0.7 million (22%) reach their degree
[5]. All these numbers have been included here in order to
illustrate the situation; a more detailed analysis would require
statistics per cohort.
Engineering Education is not the exception to the rule, but
there are certain aspects that should be considered in this
particular field. One of them is Mathematics, which is a basic
and mandatory requirement for any Engineering program. It is
a well-known fact that the lack of understanding and learning
of mathematical concepts in the very first semesters of an
undergraduate Engineering program is a very important reason
for early abandonment. The issue of mathematics preparation is
especially problematic for engineering majors. Several studies
strongly support the relationship between mathematics
performance and retention of engineering students [6].
But freshmen engineering students haven’t been born “in
vitro” just before their registration at the University, they come
from a previous educational system where they are supposed to
learn the basic mathematics’ concepts and principles, but
unfortunately this is not true; mathematics’ professors may
certify this situation that has also been confirmed by several
studies. Armstrong and Croft implemented some “surveys
about students' confidence in basic mathematics and the
subsequent diagnostic testing of basic mathematical skills” and
they found that “many entrants to mathematics dependent
programs were disadvantaged because they lacked fluency and
skill in basic mathematical techniques” [7]. Again, the situation
is fairly similar in Latin America. An interesting study
developed in the School of Engineering at the Universidad
Autónoma de México (UNAM) arrived to similar conclusions
to those described in the above paragraphs [8].

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 Having said so, it is our conviction that it is part of our duty
as university professors, to work together with our colleagues
from previous educational levels in order to tackle this
challenge. We agree with Heywood when he states that “the
involvement of university teachers in primary (elementary) and
secondary education is an acknowledgment of the fact that
education is a continuum, and that what happens in one sector
has a direct effect in other sectors” [9]. An effective way to do
this is by using technology. Learning technologies has been
widely used to improve the pedagogic process; this is
particularly true in teaching and learning conceptual subjects
like those involved in Mathematics. Furthermore, “the systemic
use of technology may impact recruitment, entrance and
retention” [10]. It is very fitting at this point to quote the
position of the US National Council of Teachers of
Mathematics about the role of technology in the teaching and
learning of Mathematics: “Technology is an essential tool for
learning mathematics in the 21st century, and all schools must
ensure that all their students have access to technology.
Effective teachers maximize the potential of technology to
develop students’ understanding, stimulate their interest, and
increase their proficiency in mathematics. When technology is
used strategically, it can provide access to mathematics for all
students” [11].
Another very useful resource is gaming; historically,
education was considered a very formal issue and, therefore,
not related by any means with entertainment, the only place
where education used to be directly related with gaming was in
the kindergarten or, at least, in the very first school years, but
recently this situation has changed significantly. More than 30
years ago, Bunker and Thorpe introduced the concept of
Teaching Games for Understanding [TGfU] as a means for
conceptualizing learning in games [12] and a lot more of
significant and very useful research has been done during all
these years [13]. Even though the use and application of
gaming in Engineering Education are not very usual practices,
there are a lot of very successful and interesting experiences,
such as the initiative developed by Claypool and Claypool who
effectively used computer game-based projects to try to
enhance interest and retention in an existing Software
Engineering curriculum [14]. But the use of gaming is not
constraint to the software field. Such is the case with a group of
Colombian professors who proved that didactic games used as
a methodological tool have a positive impact on academic
performance of students in courses of the Industrial
Engineering program [15].
Having reached this point of the analysis, there is one more
subject that needs to be examined, and it is online learning.
Even though it may be included as a subgroup of the previously
mentioned learning technologies, it has particular aspects that
require a specific approach. Actually, online learning may be
considered the conjunction between distance learning and
learning technologies. Distance learning has existed for
decades, when it was implemented using correspondence to
send and receive information and materials and it evolved
through consecutive generations, as it was stated by several
authors [16] [17] [18]. These generations passed through the
use of different technologies like phone, radio, television,
teleconference, multimedia and, finally, Internet. But it is
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important to state here that online learning is not necessarily a
synonym of distance learning; Virtual Campuses and Learning
Management Systems (LMS) have been and are being used as
very useful platforms for complementing face to face
classrooms.
Summarizing the analysis made so far, we believe that we
need to help our colleagues teaching at secondary school to
learn how to use games for teaching mathematical concepts
and, by doing so, improve the mathematical knowledge of the
students that will be accessing the university, particularly
engineering programs, and reduce the abandonment caused by
this reason. Additionally, a very effective way to do this is by
means of online learning, because this methodology reduces
the limitations associated with time and place.
III. OUR EXPERIENCE
Since a few years ago, we’ve been doing a lot of experience
with a very popular software called “GeoGebra”, a free and
multi-platform dynamic mathematics software for all levels of
education that joins geometry, algebra, tables, graphing,
statistics and calculus in one easy-to-use package [19]. On the
other hand, we discovered a very interesting initiative called
HP Catalyst Academy, created to encourage active online
learning and engaging learning design among those most
involved in it, teachers and faculty in some 45 countries [20].
During the first semester of 2013 a RFP was announced in
order to develop a so-called “mini-course” that would be
offered to secondary teachers in order to support innovative
teaching methods for STEM education. We developed a
proposal that was finally selected to receive a cash grant that
allowed us to convert our proposal into a reality.
Our project is called GAME (GeoGebra Application for
Meaningful Education) and was designed applying strategies
for teachers to teach mathematical concepts while playing a
popular game like "Candy Crush". The movements of the
“candies” may be explained using algebra, discrete
mathematics and mathematical analysis and this can give a
meaning to what is being taught. Furthermore, this idea can
awake the interest of the students in pursuing further studies in
technological majors.
We delivered this mini-course on line, because this is the
best way to reach teachers from all over the country without
time or geographical constraints. We designed a very
interactive and meaningful learning experience by using
materials specially developed for this course as well as forums
where teachers are able to share their own experiences with
peers and also learn from each other. The teachers are also
assessed at the end of each module.
We are teaching the enrolled professors how to use
"GeoGebra" in a very easy and meaningful way in order to
reach the intended goal of teaching mathematics related to
electronic games. We developed “GeoGebra” applications and
simulations and we uploaded these tools to the WordPress
platform set up for this experience [21] and the teachers may
download and use them with their students by applying the
methods and strategies learned during the mini-course. We are
also teaching the professors how to create their own
applications using “GeoGebra”.
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 Even though we have in our country a great number of The primary intended audience of this course was
teachers (150.000+ in secondary level) and, potentially, we professors teaching sciences in upper courses at secondary
may offer this course to all of them, it is not possible to do it in schools. STEM professors in first year of higher education
an effective way (Unless we use a Massive Open Online courses may also be interested in this mini-course. The
Course in which we would lose the interactions between expected goals for the learners enrolled in this course were:
teachers and students. This option may be considered as a
future extension of this initiative). So we are offering this mini- x To learn strategies that would allow the promotion of
course to approximately 50 teachers per run and we are the interest in learning mathematics among students.
offering the developed resources to all of them in order to allow x To get to know an open tool, like GeoGebra, to be used
the replication of this course among their colleagues. in the classroom.
Currently, we have finished the three planned runs of this x To find resources that sparks the interest of their
course and this full paper includes the detailed description students in studying technological careers.
about how we went through this exciting experience. The next
sections will describe the process of developing the course x To actively participate in an environment that allows
itself and lessons learned during that process and also the them to share experiences and get feedback from other
assessment results and the opinions of the teachers enrolled in participants.
the course collected by an on line survey.
x To prepare materials that allow them to transmit what
IV. THE DEVELOPMENT OF THE COURSE they have learned.
The mini-courses were proposed by the organizers of the Finally, at the end of each week/module, the participants
initiative as “engaging online experiences that help STEMx were required to complete a multiple choice questionnaire, and
teachers in grades 6-16 to expand their knowledge, skill sets, to develop their own game, based on the learned concepts and
and abilities”. Each mini-course would require about 8-12 techniques. The course was offered for three consecutive
hours of a teacher’s time spread over 4 weeks. The mini- cohorts of learners.
courses were supposed to be “practitioner focused and
pragmatic”. They should be “designed for busy educators V. COURSE DESCRIPTION
looking for a new way to sharpen their professional skills and The course is comprised in 4 modules. All of them include
gain professional recognition”. The experiences are meant to theoretical concepts, presentations, videos with practical
complement what already exists for teachers online and on- illustrative examples, exercises and a final test. Those who
ground with innovative approaches to online professional answer correctly at least 75% of the questions are allowed to
learning that are practical, forward-thinking, and free. access the following module. The test includes a set of
questions randomly assigned for each round of the test and the
With these prerequisites on mind, the first step was to
participants may repeat the test till they finally pass it Fig. 1
gather a group of mathematics’ teachers, learning technologies’
experts and researchers, and Information Technologies’ (IT)
professionals. Such developments always require
multidisciplinary teams in order to deal with the different types
of requirements usually involved. The second step was to
choose the platform where the course would be uploaded and,
later on, accessed by the learners. As we had previously
defined in our proposal, all the software tools used for this
project should be open and free, as it is the GeoGebra, and so
we decided to utilize of WordPress [22], a widely and very
flexible platform. All this process was permanently
accompanied by specialist from the organizing institutions:
Hewlett Packard (HP), New Media Consortium (NMC) and
International Society for Technology in Education (ISTE).
Before the launch of the mini-course, we were required to
participate in virtual meetings with the officers of the
previously mentioned organizations and also with other
colleagues that were developing similar courses all over the Fig. 1. First module test result
world. It is worth mentioning that 20 courses were being
developed, at the same time, in US, Spain, India, Canada, The first module introduces mathematical concepts, such as
South Africa, UK and Australia [23]. We were also asked to Cartesian axes, functions, Pythagorean theorems and angles, all
develop the technical plan, the instructional design of each and of them related with the programming of classical games, like
every module of the course, which were then reviewed by Galaxy- Invaders, Angry Bird, sports games, etc. Fig. 2
specially assigned experts, and a promo video. All these
aspects, usually ignored in this kind of projects, proved to be
the key and essential success factor of this initiative and should
be considered mandatories in any similar initiative.

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Fig. 2. Slide of a Prezi presentation showing mathematical concepts related
with classical games
The second module is the one in which we teach how to use
GeoGebra. Three tutorials were developed, one about basic
concepts such as introducing functions, graph them and modify
certain parameters; also to trace points, segments, straight lines
and vectors. The other two tutorials were aimed to explain how
to insert and modify images, perform movement in the plane,
implement sliders and buttons and how to use the construction
protocol. All these activities have been done by developing
demo games. Fig. 3
Fig. 3. One of the activities included in module 2
In the third module, some digital games were developed
simulated by GeoGebra. Also a tutorial has been prepared
including a detailed explanation about how to use the program
tools for developing dynamic constructions for the game and
how to combine different tools to produce animations and/or
simulations. Several games were designed for examining their
construction, for modifying them and for adapting them to
generate several game variants. Fig. 4
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In the fourth and final module, the users were required to
develop their own project with GeoGebra. To help them to do
so, we developed a game, similar to the popular CandyCrush,
called “Choque de Caramelos”, but this one was build using
GeoGebra. Some other games were developed in order to allow
the learners to interact in situations which would allow them to
build their own classroom projects, to find triggers for new
challenges, to introduce improvements and/or changes and to
learn to combine simple animations in order to build a game.
Fig. 5
VI. LESSONS LEARNED
We made some assumptions based on the certainty that our
students were, in fact, professors, but this assumption proved to
be wrong. Actually, it should not surprise that teachers, playing
the students´ role, make the same mistakes which they
themselves complain about their own students. This was the
situation when we expected to receive the description of the
proposed game, but they did not include it. So, we added this
requirement explicitly in the guidelines for the delivery of the
final project. In another very common situation, similar to what
used to happen with young students, teachers do not meet the
deadlines and so we had to extend the final due date for several
days.
Fig. 4. One of the games included in module 3
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 b) 66% by a colleague or friend
2) How do you rate this course?
a) Very interesting – 73%
b) Fairly interesting – 15%
c) Somehow interesting – 12%
d) Not interesting – 0%
3) Were the materials and activities clear or confusing?
a) Clear – 89%
b) Confusing – 11%
4) Were the materials and activities easy or difficult?
a) Easy – 9%
b) According to the course –83%
c) Difficult – 8%
Fig. 5. The “Choque de Caramelos” Game in module 4 5) Were the materials and activities correctly designed?
a) Correctly – 91%
At the very beginning, we setup a forum in order to allow b) Badly – 9%
the interaction between colleagues, but we soon discovered that
teachers usually don’t interact with peers. For this reason, and 6) Asked about what was the reason for not completing
instead of this forum, we added a frequently asked questions the course, the answers were mostly lack of time. (This was an
(FAQ) section. open answer question)
7) Would you like to finish the course in the near future?
Finally, and during the development of the course, we
detected some technical details about GeoGebra. E.g., in some a) Yes – 87%
games, the buttons disappeared when using a different b) No – 13%
computer. This was also observed in projects delivered by 8) Do you think you can apply what you have learned in
students during the first cohort. After doing some research, we your own teaching activities?
discovered that it was a problem of the GeoGebra itself. From a) Yes – 60%
the subsequent module on, we explicitly noted this situation in
the course website along with the link to the official b) No – 7%
GeoGebra’s website that refers to it. c) Don’t know – 33%
9) Age
VII. RESULTS
a) 20 – 30 – 15%
A total of 206 people, divided in three consecutive cohorts,
b) 31 – 40 –27%
have enrolled in this course, but only 14 of them have finished
it satisfactorily and have received a certificate from c) 41 – 50 – 42%
Universidad de Palermo. Even though a success rate of nearly d) 51 – 60 – 12%
7% is very low for regular courses, it is not so bad for this kind e) 61 – 70 – 4%
of online courses. As a matter of fact, usual figures of
10)Were are you teaching?
completion rate for Massive Open Online Courses (MOOC´s)
barely reach that number [24]. This success rate is even more a) Primary school – 15%
significant when we have in mind that the requirement of b) Secondary School – 42%
developing a final real project with GeoGebra was not exactly c) Higher Education – 69%
an easy task. * Some participants are teaching in more than one
At the end of the first three modules, the learners must educational level
complete a multiple-choice exam, with a minimum required
rate of 75% correctly answered questions. The final assignment VIII. CONCLUSIONS AND FURTHER WORK
for module 4 was to develop and send an actual GeoGebra “The best way to learn is to teach”. This quote, apparently
project which should include: sliders, images, animations and expressed by Dr. Frank Oppenheimer [25], the creator of the
buttons. wonderful Exploratorium in San Francisco, is a very well-
known fact for those who devote their lives to teaching. And
At the end of each cohort, the participants were asked to
this was exactly the case for the authors of this paper, who
complete an online survey, including those who hadn’t
completed the whole course, and these are the results of all the carried out this interesting and enriching experience. None of
completed surveys: us have had previous experience in using games for learning
and we have learned, by developing the games and by teaching
1) How did you hear about this course? our colleagues, that it is a very effective way to transform a
a) 33% through Internet and sometimes boring activity, into a really engaging and fruitful
learning experience. As it can be seen in the results of the

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 survey included in the previous section, the participants where an English University. European Journal of Engineering Education .
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