The brief
From mathematical objective to student action
My role sits between curriculum, classroom practice, and technical production. I identify what a learner needs to notice, choose an interaction that makes that idea observable, and build the model’s visual states, controls, feedback, animation, and reset logic.
The four examples below use different learning patterns: a guided game, a conceptual simulation, a dynamic explainer, and a discovery activity. Together they show how the same technical environment can support very different instructional purposes.
Try the work
Four models, four learning patterns
Select a model to load it in the interactive player. The demos are the working GeoGebra files, not simulated screenshots.
Interactive demo
Bouncing Ball — Signed Numbers as Movement
A guided game that connects addition and subtraction with movement on a number line.
Loading Bouncing Ball…
Bouncing Ball
Learning purpose: build a visual mental model of signed-number operations. Positive addition moves right; subtraction moves left; later steps reveal why subtracting a negative number reverses that direction.
Interaction pattern: tutorial → prediction → animated jump → flag target → stars and increasing levels.
Average Speed
Learning purpose: make “total distance divided by total time” observable. An imagined constant-speed car starts and finishes with the changing-speed car, giving average speed a concrete meaning.
Interaction pattern: editable values → synchronized animation → symbolic derivation.
Linear Slope
Learning purpose: connect a changing geometric line with slope calculation and point-slope form. Learners can use either defining point as the equation’s reference.
Interaction pattern: drag points → inspect rise/run → see algebra update instantly.
Running Dog
Learning purpose: develop coordinate-plane fluency: x before y, positive and negative directions, and accurate point placement.
Interaction pattern: choose a mystery card → place points → track progress → reveal and animate the picture.
Learning design
Every animation has an instructional job
Turn symbols into actions
Movement, position, and timing give learners a physical interpretation before the formal rule is summarized.
Keep representations synchronized
Geometry, numerical values, formulas, and animation change together, helping students connect multiple representations.
Use feedback as scaffolding
Prompts, visual states, progress counts, and rewards make the next useful action clear without replacing the reasoning.
Design for teacher pacing
Reset, replay, draggable values, and staged reveals let a teacher pause, compare cases, and ask for predictions.
Under the hood
GeoGebra as a structured application environment
I treat each .ggb file as a packaged application rather than a static construction. The archive contains a structured XML model, scripts, images, view settings, and reusable interaction logic that can be inspected, tested, and prepared for web delivery.
State and interaction logic
Conditional visibility, tutorial steps, counters, input validation, score logic, resets, and transitions between learning states.
Dynamic mathematical objects
Draggable points, generated values, live equations, synchronized views, calculated positions, and responsive camera behavior.
Animation and feedback
Timed motion, pulsing prompts, staged reveals, visual rewards, and feedback states controlled through GeoGebra scripts.
Web packaging
Model inspection through XML, asset cleanup, exact view sizing, browser embedding, and a lightweight HTML/CSS/JavaScript presentation layer.
Classroom fit
Reusable in explanation, exploration, and practice
Frame a prediction
The teacher introduces the problem and asks students to anticipate a direction, value, graph, or outcome.
Make the idea observable
The model provides a controlled example that can be paused, replayed, adjusted, or explored through student input.
Generalize the rule
The visual experience becomes evidence for a mathematical explanation, formula, or strategy students can reuse.
Employer-facing value
What this work demonstrates
These models show my ability to bridge rigorous mathematics, real classroom needs, interaction design, and technical implementation. I can move from a curriculum idea to a working student-facing tool—and reason about the learning experience and the production workflow at the same time.