The shaping of student knowledge: learning with dynamic geometry software.
In, Virtual Learning? the Computer Assisted Learning Conference 2005 (CAL05), Bristol, UK,
04 - 06 Apr 2005.
The focus of this paper is a software genre usually referred to as ‘dynamic geometry’ because of the ability of the user to dynamically manipulate geometrical figures created with the software tool. Using data from a longitudinal study of 12-13 students’ use of dynamic geometry software, the focus of the analysis is on the interpretations the students make of geometrical objects and relationships when using this form of software. The analysis suggests that the students’ mathematical reasoning is shaped by their interactions with the software in that their ability to explain geometrical facts and relationships evolves from imprecise, ‘everyday’ expressions, through reasoning that is overtly mediated by the software environment, to mathematical explanations of the geometric situation that transcend the particular tool being used. Such findings suggest that curriculum initiatives that encourage the use of dynamic geometry software are appropriate but that the incorporation of such software into classroom practices is unlikely to be straightforward.
Conference or Workshop Item
||Draft paper; please do not quote without the permission of the author
||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
||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > L Education (General)
||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
|Accepted Date and Publication Date:
||04 Jan 2006
||31 Mar 2016 11:35
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