## Reflection: Performance Tasks Mapping with Reflections - Section 4: Independent Practice

In this reflection, I am sharing something that is still an unsolved problem for me. I really like going to the computer lab to have students get practice working with Geogebra or Geometer's Sketchpad but three things have me feeling less than fully satisfied with the experience of doing so.

First, some students simply play when they have a chance to use dynamic geometry software. They use it more as a doodling tool than as a geometry platform. It is easy to get these students to stop doodling, but what I haven't figured out yet is how to get them to really buy into the value of the software as a tool that allows them to explore geometry.

My second challenge is that students are simply not experienced enough with the software to engage in the kind of inquiry that I want them to do. I find myself feeling like I need the entire period just to train students in the basics of the software before even getting into the lesson. The next time I teach Geometry, I will definitely want to do some training early in the year and create/locate some training modules that students can complete at home to get their Geogebra and Sketchpad skills up (MP5)

Finally, I have not found a way for students to document their work on Geogebra or in Sketchpad. So far it's just been an experience for the students and informal observation for me. I think this is probably contributing to my first problem of students not taking it as seriously as I would like. I wish there was a way for them to document their work in a way that would show me what they've done , but not be so cumbersome that it's unmanageable for me. I've considered having them create a document with screenshots and narrative, but I haven't tried that yet. I think that will be my first attempt at it next time I teach the course.

How to check work from Sketchpad
Performance Tasks: How to check work from Sketchpad

# Mapping with Reflections

Unit 4: Defining Transformations
Lesson 7 of 7

## Big Idea: Three degrees of separation? In this lesson, students learn that any series of rigid transformation can be duplicated with at most three reflections.

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115 minutes

### Anthony Carruthers

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