Student interpretations of a dynamic geometry environment


Jones, K. (1999) Student interpretations of a dynamic geometry environment. In, Schwank, Inge (ed.) European Research in Mathematics Education. Osnabrueck, Germany, Forschungsinstitut fur Mathematikdidaktik, 245-258.

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Description/Abstract

It seems that aspects of student interpretations of computer-based learning environments may result from the idiosyncrasies of the software design rather than the characteristics of the mathematics. Yet, somewhat paradoxically, it is because the software demands an approach which is novel that its use can throw light on student interpretations. The analysis presented in this paper is offered as a contribution to understanding the relationship between the specific tool being used, in this case the dynamic geometry environment Cabri-Géomètre, and the kind of thinking that may develop as a result of interactions with the tool. Through this analysis a number of effects of the mediational role of this particular computer environment are suggested.

Item Type: Book Section
ISBNs: 392538653 (paperback)
Keywords: teaching, learning, pedagogy, curriculum, appropriation of learning, computer environments, deductive reasoning, dynamic geometry software, geometry, mathematical explanation, mediation of learning, quadrilaterals, secondary school, sociocultural theory
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 41224
Date Deposited: 02 Aug 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41224

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