UP NISMED GeoGebra

🎓 Participants’ GeoGebra Outputs | Learning the Basics of GeoGebra

As part of the culminating activities of the Learning the Basics of GeoGebra training, participants presented their own GeoGebra applets developed for mathematics topics across elementary, secondary, and tertiary levels. The activities covered a wide range of concepts arranged from foundational to more advanced topics, including addition of integers, numbers in scientific notation, multiplication of algebraic expressions, similar polygons, volume of solids, linear inequalities, polynomial functions, equation of a circle, correlation and regression, translations of trigonometric functions, and reflection of geometric figures about a circle.

In presenting their work, participants briefly discussed the purpose of their activity, the student tasks within the applet, expected strategies and possible misconceptions, and teacher prompts that can support meaningful mathematical discussions. They also shared assessment prompts to check understanding and explained the design rationale behind their GeoGebra activities.

The UP NISMED GeoGebraEd Team provided insights not only on improving the design of the applets, but also on how these tools can be used effectively in classroom discussions or as supplementary learning materials.

The team congratulates the participants as we celebrate the meaningful culmination of the Learning the Basics of GeoGebra course. We look forward to seeing these ideas put into practice and hearing about participants’ experiences in future forums.

✨ Stay tuned for upcoming projects of the UP NISMED GeoGebraEd Team!

🎉 Culmination Program | Lesson Study on GeoGebra-Integrated Mathematics Lessons with SDO Masbate City

The Lesson Study on GeoGebra-Integrated Mathematics Lessons with SDO Masbate City concluded with a meaningful reflection on the journey from lesson proposal to actual classroom implementation.

The session began with a recap of the refinements made in the lesson design and how these revisions shaped the final implementation. Teachers revisited their professional noticing journals, sharing observations from the classroom and offering thoughtful interpretations of students’ responses, engagement, and mathematical thinking. The discussion extended to identifying possible next steps and concrete actions for further improving the lesson.

Instructional leaders also shared the dynamics within the lesson study team, particularly the challenges of coordinating schedules among teachers from different schools while balancing other institutional responsibilities. Despite these constraints, the collaborative process remained strong and purposeful.

The lesson implementers highlighted the students’ positive reception of GeoGebra. For many learners, it was their first experience using the tool, and they viewed it as an additional and valuable skill that enhanced their learning experience.

The UP NISMED team provided critical insights on strengthening mathematical content and refining how discussions are facilitated to naturally develop rich mathematical discourse in the classroom. The culmination closed with an invitation for SDO Masbate City to continue integrating GeoGebra as a sustained instructional practice, and to share their experiences in both GeoGebra use and the lesson study process as they look ahead to future collaborations and initiatives.

📊 Day 3 Highlights | Learning the Basics of GeoGebra (Enhanced Course)

The third synchronous session featured a session by Abigail Gonzales on a framework for statistical proficiency, offering a comprehensive view of how statistical literacy, competency, reasoning, and thinking work together. The framework presents different thinking types and cognitive actions aligned with the statistical problem-solving process, helping teachers see how students move from informal ideas toward deeper, data-informed understanding.

Abi then demonstrated a sample Grade 8 lesson on measures of central tendency, guiding participants toward a deeper appreciation of how data should be interpreted and which measure best represents a given data set. The lesson emphasized sense-making rather than computation alone, encouraging participants to analyze context, justify choices, and examine variability in the data. GeoGebra Classroom was used to support interaction and participation in an online learning setup.

In the final segment, Abi and the participants identified the thinking types and cognitive actions evident in the lesson. The discussion clarified that these are not arranged in a strict linear or hierarchical order, and not all thinking types need to appear in a single lesson. Their presence depends on the topic, objectives, and intended skills for that particular learning experience.

The session truly reinforced how GeoGebra can be used not only for visualization and computation, but also as a platform to support structured thinking, meaningful discussion, and deeper statistical understanding.

✨ UP NISMED STEM Immersion | GeoGebra in Action
As part of UP NISMED’s STEM Immersion Program, two student interns demonstrated how GeoGebra can be used to transform student interests into meaningful mathematical outputs.

Beng, who plans to pursue architecture, presented a dynamic floor plan created using GeoGebra. Her applet featured rooms and essential house components constructed using geometric tools and properties. Beng shared that GeoGebra is a practical and accessible tool for beginners and high school students interested in design, especially for those who may not have access to professional software such as AutoCAD. Being open-source and designed with classroom use in mind, GeoGebra provides an excellent starting point for design exploration grounded in mathematics.

Dynamic 2D Apartment Floor Plan: https://www.geogebra.org/m/sjgdmzpn

Sab, with a strong interest in applied mathematics, developed a GeoGebra applet on correlation and linear regression using data from a previous school experiment. Her applet can function both as an instructional material and as a blank template that teachers and students can reuse with their own data. In addition to visualizing relationships between variables, the applet includes a feature for predicting values using the regression model, as well as guiding questions that support rich mathematical discourse during classroom discussions.

Two-Variable Data: Scatterplots and Linear Regression: https://www.geogebra.org/m/xvtz9vkg

The UP NISMED GeoGebraEd Team is grateful to Beng and Sab for sharing their applets and insights. Their work highlights how GeoGebra can empower students to explore mathematics creatively and meaningfully, while producing outputs that are directly usable in teaching and learning.

🎉 Day 2 Highlights | Learning the Basics of GeoGebra | 24 January 2026

Function Art with GeoGebra

A featured session in the Learning the Basics of GeoGebra training highlighted Function Art, led by Guillermo Bautista Jr., a science education specialist and GeoGebra expert taking his studies in a whole new level. The session showcased how mathematics and art can come together through technology to deepen students’ understanding of functions.

Using GeoGebra, participants explored how mathematical functions can be used to create artworks, emphasizing experimentation, parameter manipulation, and visual reasoning. Through demonstrations and curated examples, the discussion highlighted how concepts such as domain, transformations, reflections, symmetry, and intersections naturally emerge when students design and refine their own mathematical art.

The session also emphasized how function art can address common misconceptions in graphing and functions, while making learning more engaging and meaningful. By blending creativity with precise mathematical thinking, function art was presented as a powerful approach for teaching functions within a STEAM-oriented classroom.

✨ An inspiring example of how GeoGebra can support creativity, conceptual understanding, and joyful exploration in mathematics.

𝓓𝓪𝔂 2 𝓸𝓯 𝓽𝓱𝓮 𝓛𝓮𝓼𝓼𝓸𝓷 𝓢𝓽𝓾𝓭𝔂 𝓸𝓷 𝓓𝓲𝓰𝓲𝓽𝓪𝓵 𝓜𝓪𝓽𝓱𝓮𝓶𝓪𝓽𝓲𝓬𝓼 𝓣𝓮𝓪𝓬𝓱𝓲𝓷𝓰 with teachers from 𝙎𝘿𝙊 𝙈𝙖𝙨𝙗𝙖𝙩𝙚 𝘾𝙞𝙩𝙮 and 𝙐𝙋 𝙉𝙄𝙎𝙈𝙀𝘿 𝙂𝙚𝙤𝙂𝙚𝙗𝙧𝙖𝙀𝙙 focused on planning, observation, and collaborative refinement of GeoGebra-integrated lessons.

Ms. Haidee Rosete led the discussion on the lesson study procedure and the classroom observation scheme for SDO Masbate City. Lesson implementers and instructional leaders for 𝗚𝗿𝗮𝗱𝗲𝘀 𝟳–𝟭𝟬 𝗮𝗻𝗱 𝗦𝗲𝗻𝗶𝗼𝗿 𝗛𝗶𝗴𝗵 𝗦𝗰𝗵𝗼𝗼𝗹 were identified, along with the implementation schedule. Teachers were guided to record their classes and closely observe 𝘸𝘩𝘦𝘯 𝘢𝘯𝘥 𝘩𝘰𝘸 𝘴𝘵𝘶𝘥𝘦𝘯𝘵𝘴 𝘦𝘯𝘨𝘢𝘨𝘦 𝘸𝘪𝘵𝘩 𝘵𝘩𝘦 𝘭𝘦𝘴𝘴𝘰𝘯—𝘪𝘯𝘤𝘭𝘶𝘥𝘪𝘯𝘨 𝘩𝘰𝘸 𝘵𝘩𝘦𝘺 𝘮𝘰𝘷𝘦, 𝘪𝘯𝘵𝘦𝘳𝘢𝘤𝘵 𝘸𝘪𝘵𝘩 𝘵𝘩𝘦 𝘵𝘢𝘴𝘬𝘴, 𝘢𝘯𝘥 𝘤𝘰𝘮𝘮𝘶𝘯𝘪𝘤𝘢𝘵𝘦 𝘵𝘩𝘦𝘪𝘳 𝘮𝘢𝘵𝘩𝘦𝘮𝘢𝘵𝘪𝘤𝘢𝘭 𝘪𝘥𝘦𝘢𝘴 𝘪𝘯𝘥𝘪𝘷𝘪𝘥𝘶𝘢𝘭𝘭𝘺, 𝘪𝘯 𝘨𝘳𝘰𝘶𝘱𝘴, 𝘢𝘯𝘥 𝘥𝘶𝘳𝘪𝘯𝘨 𝘸𝘩𝘰𝘭𝘦-𝘤𝘭𝘢𝘴𝘴 𝘥𝘪𝘴𝘤𝘶𝘴𝘴𝘪𝘰𝘯𝘴.

Lesson Study Teams also presented lesson study proposals and GeoGebra applets showcase by grade level. The Grade 7 team presented a lesson on evaluating simple algebraic expressions in one variable using sliders and automated computations for student verification, while Grade 8 focused on systems of linear equations by examining graph types, the number of solutions, and methods for finding solutions. The Grade 9 lesson explored the conditions for determining whether two triangles are similar through dynamic manipulation of figures, and the Grade 10 team presented a lesson on the probability of mutually exclusive and non-mutually exclusive events, with emphasis on counting elements of sets representing events.

The GeoGebraEd Team commended the applets and offered suggestions to refine both the applet design and the sequencing of lesson activities to further support mathematical discourse and sense-making in the classroom.

🔢 We’re building on learners’ understanding of integer operations with an interactive activity that uses a number line to illustrate subtraction.

✨ Today’s feature: Subtracting Integers Using a Number Line
In this applet, students track movements along the number line to see how subtracting integers changes position and value. A dedicated section for generalization encourages learners to describe patterns and explain how direction and distance affect the final answer.

A useful tool for supporting Grade 7, Quarter 3 lessons on integer subtraction, whether for introduction or practice.

📱 Try the activity and explore how to subtract integers with similar or different signs.
👉Link to applet here: https://www.geogebra.org/m/vrdrguxk

Follow for more interactive math activities and digital learning tools.

🔢 We’re deepening our work with integer operations through an interactive activity that uses a number line to show how integers are added.

✨ Today’s feature: Adding Integers on a Number Line
This applet helps learners visualize integer addition by moving along the number line and observing how direction and distance affect the sum. With a built-in section for making generalizations, students can identify patterns and explain when sums are positive, negative, or zero.

Well-suited for launching or reinforcing Grade 7, Quarter 3 lessons on integer addition.
📱 Try the activity and explore how to add integers with similar or different signs.

👉Link to applet here: https://www.geogebra.org/m/btryca7t

Follow for more interactive math activities and digital learning tools.

🔢 We’re continuing our exploration of integer operations with an interactive activity focused on subtracting integers using visual models.

✨ Today’s feature: Subtracting Integers Using Chips
This activity uses integer chips to represent positive and negative values, helping learners see how subtraction works through visual modeling. By connecting symbols with chip representations, students can check their thinking and build confidence in finding correct differences.

Ideal for introducing subtraction of integers or reinforcing skills in Grade 7, Quarter 3 lessons.

📱 Try the activity and explore integer subtraction step by step.
👉Link to applet here: https://www.geogebra.org/m/kjupkdh5 /phvqagp3

Follow for more interactive math activities and digital learning tools.