GeoGebra NA2010 July 27-28 2010 Ithaca College, Ithaca, NY, USA Communicating Effective Ways of Teaching and LearningDynamic Mathematics-Building and Maintaining a “Community of Practice/Inquiry” REFLECTIONS ON THE FIRST EURASIA MEETING OF GEOGEBRA: EXPERIENCES MET WHERE CONTINENTS MEET Sevinç Gülseçen 1,2 , Zerrin Ayvaz Reis 3 , Tolga Kabaca 4 , Elif Kartal 5 1 Istanbul University, Faculty of Science, Istanbul, Turkey, gulsecen@istanbul.edu.tr 2 Istanbul University, Informatics Department, Istanbul, Turkey, gulsecen@istanbul.edu.tr 3 Istanbul University, Faculty of Education, Istanbul, Turkey, ayvazzer@istanbul.edu.tr 4 Pamukkale University, Faculty of Education, Denizli, Turkey, tkabaca@pau.edu.tr 5 Istanbul University, Informatics Department, Istanbul, Turkey, elifk@istanbul.edu.tr Abstract: The First Euroasia Meetting of GeoGebra (EMG) was held as part of the Future Learning 2010 International Conference in Istanbul, Turkey. The theme of this conference was stated as “Innovations in Learning for the Future: e-Learning” and GeoGebra is pronounced as one of innovations in learning for the future. It was particularly meaningful to make this first organization in Istanbul, in 2010; because Istanbul has been designated as one of the European Capitals of Culture by the Council of European Union. Therefore, the time and place were the right choice for the European and Asian GeoGebra Communities to make the First EMG, as well as, to celebrate and explore this amazingly beautiful and historical part of the world. Since GeoGebra can easily be considered as an e-learning platform for the future, sharing their works with E-learning Community provided new opportunities for participants to improve their scholar expectations. In this paper we will present the reflections on the First Eurasia Meeting of GeoGebra based on pre-conference preparatory activities, observations made during the conference and discussions/dialogs with participants. Keywords: e-learning, innovation, GeoGebra meeting, workshop, paper, Turkish mathematics teachers 1. INTRODUCTION A genuine definition of Mathematics may be stated as “a science of searching pattern in complicated structures”. This definition contains a message for both mathematicians, who try to make contributions to mathematics as a pure science and mathematics educators, who are looking for innovative ways of teaching mathematics. Analyzing the secret pattern of a complicated structure is utilized. In this sense, it can be said that one of the important components of efficient mathematics education is to teach being able to look at concepts and events in multiple ways. Formally, we can name this approach as ‘’multiple representation’’ [1]. Computers have been a theme of intense discussion within the mathematics education community for more than two decades. If the notion of computers is extended to include other devices, such as calculators, it can be said that the debate has been going on for over thirty years. Within the mathematics education community, one of the few issues on which there is consensus regarding the discussion about technology is that computers alone are not likely to bring any change, and that intense pedagogical discussion should be undertaken. In other words, if the decision is made to use technology in the