Framework for workshops

09:00–10:30

A reusable plan for teacher and student workshops
Learning goals, activities, digital tools and reflection

Our task
Agree how partners can adapt it to different learners
and mathematical topics.

Outcome
A finalised, adaptable workshop framework

A reusable workshop template

Suggested headings for discussion

Goal and audience

What should participants learn? Who is it for?

Mathematical task

What will participants explore and explain?

Digital tools

Why use AI, GeoGebra or programming?

Workshop sequence

What happens before, during and after tool use?

Reflection and
adaptation

How will we assess learning and adapt the workshop?

Which elements belong in our common framework?

Example: a 60-minute workshop

For discussion: which rectangle has the largest area?

A rectangle has a perimeter of 24 cm.
Which dimensions give the largest area?

10 min

Explore possible rectangles without technology

15 min

Use GeoGebra and compare an AI explanation

15 min

Check the result and justify the mathematics

10 min

Adapt for learners or explain to another group

10 min

Reflect on learning and technology use

Teachers adapt for a class. Students explain their findings.

Agreement on the framework

Before the 10:30 coffee break

What do we agree to keep or change?
Which sections should every workshop include?
What needs adapting for teachers and students?
Who will complete any remaining edits, and by when?

Outcome
A finalised framework with a named editor and shared link

10:30–11:00: coffee break

Teaching resources and good practices

11:00–12:15, continuing at 13:30

Show the actual mathematical activity
Presentations: under 10 minutes each

Who are the learners, and what is the mathematical goal?
What do learners do with the digital tools?
What worked, and what needs improvement?

Outcome
Agreed priorities for improving the shared resources

Questions for resource review

Use the same questions across partner examples

Mathematics

What mathematical thinking does the activity require?

Student agency

What do students decide, explore and explain?

Accessibility

Who might need another way to access the task?

Added value

What does the technology help learners understand?

Pitfalls

Where could the tool, instructions or AI mislead?

For each example: one strength and one priority for revision.

Resource development in groups

13:30–15:00, after any remaining presentations

Choose an example and improve its classroom use.

Clarify the mathematical goal.
Test and improve the instructions.
Explain the value of the technology and possible pitfalls.
Save the draft and identify its author.

Outcome
Improved drafts for the GeoGebra Book and pilots

15:00–15:30: coffee break

Information for each resource

Suggested structure for the GeoGebra Book

Learners and goal

School level, prior knowledge and mathematical aim

Task and instructions

What learners do, with prompts and expected reasoning

Tools and guidance

Materials, setup and advice for the teacher

Good practices
and pitfalls

What helps learning, what can go wrong and how to adapt

Author and link

Resource author, editable file and GeoGebra Book link

Preparing the pilot phase

15:30–17:00

Each partner chooses 2–3 resources
created by another partner.

Pilot period: December 2026–February 2027

Agree the learners, testing dates and responsibilities.
Use common feedback questions across partners.

Outcome
Confirmed choices and a shared feedback plan

Pilot planning record

Complete one record for each chosen resource

Resource and origin

Resource title, link and originating partner

Classroom context

Age, level, class and local adaptations

Responsibility

Testing partner, responsible person and date

Evidence

Student work, observations and feedback to collect

Shared record

Where will pilot notes and revisions be saved?

Agree the same record fields across all partners.

Common pilot feedback

Suggested questions to agree today

1. Context

Who took part, and what did they do?

2. Learning

What evidence shows mathematical thinking?

3. Technology

What helped learning, and what caused difficulties?

4. Improvements

Which adaptations would improve the resource?

Use student work, brief observations and learner comments.

Evidence for the Odense conference

17:00–18:00

Dec 2026–Feb 2027

Classroom pilots

Student work, teacher reflections and students’ perspectives

Jan–Mar 2027

Online review and revision

Compare experiences and improve the resources

April 2027

Odense conference

Tested examples, workshops and students’ views

Agree contributions and deadlines for the next online meetings.

Student perspectives on AI

17:00–18:00, preparing for Odense

Suggested questions for students
What did you use AI for?
When did it help or hinder your understanding?
How did you check the answer or explanation?
What would you want teachers to know?

Outcome
A collection plan with agreed responsibilities and dates