Children learning to specify geometrical relationships using a dynamic geometry package


Jones, K. (1997) Children learning to specify geometrical relationships using a dynamic geometry package. In, Pehkonen, E. (ed.) Proceedings 21st Conference of the International Group for the Psychology of Mathematics Education. 21st Conference of the International Group for the Psychology of Mathematics Education Lahti, Finland, 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
ISBNs: 0771100 (hardback)
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 > LB2361 Curriculum
L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 41278
Date Deposited: 16 Aug 2006
Last Modified: 27 Mar 2014 18:26
Publisher: PME
URI: http://eprints.soton.ac.uk/id/eprint/41278

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