The mediation of learning within a dynamic geometry environment.
Olivier, A. and Newstead, K. (eds.)
Proceedings 22nd Conference of the International Group for the Psychology of Mathematics Education.
22nd Conference of the International Group for the Psychology of Mathematics Education
Stellenbosch, South Africa,
Computer-based learning environments promise much in terms of enhancing mathematics learning. Yet much remains unclear about the relationship between the computer environment, the activities it might support, and the knowledge that might emerge from such activities. 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 I suggest a number of effects of the mediational role of this particular computer environment.
||mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS
||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
|Accepted Date and Publication Date:
||16 Aug 2006
||31 Mar 2016 12:12
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