Children learning to specify geometrical relationships using a dynamic geometry package


Jones, Keith (1997) Children learning to specify geometrical relationships using a dynamic geometry package. In, Pehkonen, E. (eds.) Proceedings 21st Conference of the International Group for the Psychology of Mathematics Education. PME21 Lahti, FI, PME, 121-128.

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Description/Abstract

In order to understand the learning taking place when students use a dynamic geometry package such as Cabri-Géomètre, a particular focus for study needs to be on the learning mediated through employing such a resource. In this paper I describe how one pair of 12 year old students begin learning how to specify geometrical relationships in Cabri. I argue that, while Cabri provides certain elements of the mathematical language necessary for the articulation of relevant mathematical ideas, significant aspects must be provided by the teacher.

Item Type: Book Section
ISSNs: 0771-100X (print)
Keywords: mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
Divisions : University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
Faculty of Social and Human Sciences > Southampton Education School > Mathematics, Science & Health Education (MSHE)
ePrint ID: 41278
Accepted Date and Publication Date:
Status
1997Published
Date Deposited: 16 Aug 2006
Last Modified: 09 Feb 2017 11:55
URI: http://eprints.soton.ac.uk/id/eprint/41278

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