Interoperable Interactive Geometry for Europe – First technological and educational results and future challenges of the Intergeo project

Abstract

Abstract: In this overview article we describe the manifold achievements and challenges of Intergeo1, a project co-funded within the eContentplus programme2 of the European Union. THE INTERGEO PROJECT The Intergeo project started in October 2007 and will be funded until September 2010. Its main concern is the propagation of Interactive or Dynamic Geometry Software. Goals Interactive Geometry is a way to improve mathematics education by using computers and Dynamic Geometry Software (DGS) and there are many advantages in comparison to “classical ” geometry without DGS. Figures can e.g. be easily manipulated [see e.g. Roth 2008] and thus virtually be brought to life, comparable to what movies mean to images or to what interactive computer games mean to motion pictures. It is therefore not amazing that Interactive Geometry obtains more and more attention in many educational institutions. Around 25 per cent of the countries within the EU refer explicitly to DGS in their national curricula or guidelines and roughly 40 per cent refer to ICT in general. And although the remaining countries do not mention ICT, some of them recommend the use of DGS in schools [Hendriks et al. 2008]. Still, the adoption of DGS at school is often difficult. Despite the fact that a lot of DGS class material exists, Interactive Geometry is still not used in classrooms regularly. Many teachers do not seem to know about the new possibilities, or they do not have access to the software and/or resources. The Intergeo Project has identified the three following major barriers, that have a negative impact on the use of Interactive Geometry in classrooms [Intergeo Project