The UP NISMED GeoGebra Education Technical Report (January 2022 - December 2025) provides a comprehensive overview of the GeoGebra Education (GeoGebraEd) extension program, documenting the program's continuous efforts to enhance mathematics teaching and learning through the purposeful use of GeoGebra and related digital tools.
The report details how the program evolved from basic software training into a coherent, research-informed model that integrates multiple educational strands. Key areas covered in the document include:
Professional Development: The report outlines structured training pathways for teachers, transitioning from foundational tool competence to teaching with GeoGebra, and collaborative instructional improvement through lesson study. It also highlights the use of the research-based Digital Mathematics Teaching (DMT) Framework to help educators systematically analyze and strengthen their digital teaching practices.
Resource Development: It details the creation and public dissemination of free, interactive, and curriculum-aligned GeoGebra classroom activities designed to support varying levels of device access and school infrastructure.
Implementation and Reach: The document tracks the program's national reach, noting that it successfully trained 805 teachers and education professionals nationwide through online, hybrid, and in-person modalities between 2022 and 2025. It also outlines strategic partnerships with agencies like the National Educators Academy of the Philippines (NEAP) and multiple Schools Division Offices.
Future Directions: The report discusses sustainability mechanisms, such as free and paid online courses, and introduces future initiatives like the planned launch of Dynamic Mathematics Instruction, a quarterly online practitioner journal meant to foster community knowledge sharing.
The GeoGebraEd framework as a coherent extension intervention
GeoGebraEd integrates sustained teacher professional development, curriculum-aligned and freely accessible digital resources, community-based inquiry, and research-informed pedagogical guidance into a coherent extension framework (Figure 2). Designed in response to declining learner proficiency and inequitable access to professional learning, the program advances equitable, context-responsive digital mathematics teaching as a form of meaningful public service.