Research on the use of dynamic geometry software: implications for the classroom
Jones, Keith (2005) Research on the use of dynamic geometry software: implications for the classroom. In, Edwards, J. and Wright, D. (eds.) Integrating ICT into the Mathematics Classroom. Derby, UK, Association of Teachers of Mathematics, 27-29.
This review examines research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. The research is categorised under three main headings: interacting with the software, designing teaching activities and learning to prove. Overall, existing research indicates that DGS cannot provide a self-contained environment and that the software itself does not necessarily mean that students will learn geometry theory. Research also suggests that it can take quite a long time for the benefits of using DGS to emerge but that this investment is worthwhile in developing students’ knowledge of geometry. The sorts of tasks that students tackle, the form of teacher input and the general classroom atmosphere are all important factors in determining the efficacy of student learning.
|Item Type:||Book Section|
|Additional Information:||This article is a reprint of MicroMath, 18(3), 18-20.|
|Keywords:||pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, DGS, DGE|
|Subjects:||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > L Education (General)
|Divisions:||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
|Date Deposited:||12 Dec 2005|
|Last Modified:||27 Mar 2014 18:08|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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