Coming to know about 'dependency' within a dynamic geometry environment


Jones, K. (1996) Coming to know about 'dependency' within a dynamic geometry environment. In, Puig, L. and Gutiérrez, A. (eds.) Proceedings 20th Conference of the International Group for the Psychology of Mathematics Education. 20th Conference of the International Group for the Psychology of Mathematics Education Valencia, Spain, PME, 145-152.

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Description/Abstract

The ability to define relationships between objects is one of the most powerful features of a dynamic geometry package such as Cabri-Géomètre. In this paper I document how one pair of 12 year old students begin to come to know about this form of functional dependency within this particular computer environment. I suggest that this process of coming to know about dependency may be understood as an interweaving between the ‘voices’ of the students and the teacher within the socially organised activity taking place in the classroom.

La capacidad para definir relaciones entre objetos es una de las características mas potentes de un paquete integrado de geometría dinámica como es el Cabri Geometría. En este artículo, presento como un par de alumnos de 12 años empiezan a comprender el concepto de dependencia funcional dentro de este contexto informático particular. Sugiero que este proceso de iniciación a la comprensión de la dependencia puede interpretarse como un entretejerse las ‘voces’ de los alumnos y el profesor dentro de una actividad socialmente organizada que tiene lugar en el aula.

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
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
ePrint ID: 41280
Date Deposited: 14 Aug 2006
Last Modified: 27 Mar 2014 18:26
Publisher: PME
URI: http://eprints.soton.ac.uk/id/eprint/41280

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