Math games and workbooks with topics for online small groups of teachers or students to collaboratively learn dynamic geometry. The approach is based on "Translating Euclid." The many GeoGebra files used in VMT courses are pictured in the workbook. Several versions of the workbooks are available, including the version used in WinterFest 2013 and analyzed in "Translating Euclid" and "Constructing Dynamic Triangles Together." Also includes the content of a game version that is available as a GeoGebraBook.

This book seeks to actively involve the reader in the heuristic processes of conjecturing, discovering, formulating, classifying, defining, refuting, proving, etc. within the context of Euclidean geometry. The book deals with many interesting and beautiful geometric results, which have only been discovered during the past 300 years such as the Euler line, the theorems of Ceva, Napoleon, Morley, Miquel, Varignon, etc. Extensive attention is also given to the classification of the quadrilaterals from the symmetry of a side-angle duality. Many examples lend themselves excellently for exploration on computer with dynamic geometry programs such as Sketchpad. The book is addressed primarily to university or college lecturers involved in the under-graduate or in-service training of high school mathematics teachers, but may also interest teachers who are looking for enrichment material, and gifted high school mathematics pupils.

This book brings together various studies that assume phenomenology to analyze how mathematics education is affected by the experience of being in the cyberspace. The authors of the chapters included in this contributed volume work with the theoretical framework developed by authors such as Edmund Husserl, Martin Heidegger and Maurice Merleau-Ponty to investigate how mathematics is produced and comprehended in a new way of being in the world, with digital technologies. The aim of this book is not to explain the tools used and how one works with them in the cyberspace, aiming at better teaching and learning mathematics. Its purpose is to present philosophical investigations that contribute to the understanding of the complexity of the world in which we are being researchers and mathematics teachers. By doing so, Constitution and Production of Mathematics in the Cyberspace – A Phenomenological Approach will help researchers and mathematics teachers understand their role in a world in which the experience of teaching and learning mathematics is being radically changed by new technologies and new ways of being in this world.

The mathematics education community continues to contribute research-based ideas for developing and improving problem posing as an inquiry-based instructional strategy for enhancing students’ learning. A large number of studies have been conducted which have covered many research topics and methodological aspects of teaching and learning mathematics through problem posing. The Authors' groundwork has shown that many of these studies predict positive outcomes from implementing problem posing on: student knowledge, problem solving and posing skills, creativity and disposition toward mathematics. This book examines, in-depth, the contribution of a problem posing approach to teaching mathematics and discusses the impact of adopting this approach on the development of theoretical frameworks, teaching practices and research on mathematical problem posing over the last 50 years. ​​

This book is about the role and potential of using digital technology in designing teaching and learning tasks in the mathematics classroom. Digital technology has opened up different new educational spaces for the mathematics classroom in the past few decades and, as technology is constantly evolving, novel ideas and approaches are brewing to enrich these spaces with diverse didactical flavors. A key issue is always how technology can, or cannot, play epistemic and pedagogic roles in the mathematics classroom. The main purpose of this book is to explore mathematics task design when digital technology is part of the teaching and learning environment. What features of the technology used can be capitalized upon to design tasks that transform learners’ experiential knowledge, gained from using the technology, into conceptual mathematical knowledge? When do digital environments actually bring an essential (educationally, speaking) new dimension to classroom activities? What are some pragmatic and semiotic values of the technology used? These are some of the concerns addressed in the book by expert scholars in this area of research in mathematics education. This volume is the first devoted entirely to issues on designing mathematical tasks in digital teaching and learning environments, outlining different current research scenarios.

The current volume is intended to provide an overview of the eLibrary and some documentation of my life as the author of these texts.