Developing the 3DMath dynamic geometry software: theoretical perspectives on design


Christou, C., Jones, K., Mousoulides, N. and Pittalis, M. (2006) Developing the 3DMath dynamic geometry software: theoretical perspectives on design. International Journal for Technology in Mathematics Education, 13, (4), 168-174.

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Description/Abstract

Designing successful learning environments entails drawing on theoretical perspectives on learning while, at the same time, being cognisant of the affordances and constraints of the technology. This paper reports on the development of a software environment called 3DMath, a dynamic three-dimensional geometry microworld aimed at enabling learners to construct, observe and manipulate geometrical figures in a 3D-like space. During the development of 3DMath, the key elements of visualisation, including theoretical ideas of mental images, external representations, and the processes and abilities of visualisation, were taken into consideration. The aim of this paper is to illustrate how the design of this particular software was informed by these elements of visualisation, as well as by theories related to the philosophical basis of mathematical knowledge and by semiotics. The paper illustrates how the features of software can be designed to take account of relevant theoretical notions and to satisfy the characteristics of instructional techniques that are appropriate to theoretical perspectives on learning.

Item Type: Article
ISSNs: 1744-2710 (print)
Related URLs:
Keywords: pedagogy, curriculum, stereometry, 3D, three, dimensions, dimensional, visualization, visualisation, dynamic, representations, modelling, semiotics, software, computers, ICT, 3DMath, teaching, learning, geometry, goemetric, theory, theories, school, schools, classroom
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Q Science > QA Mathematics > QA76 Computer software
Divisions: University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
ePrint ID: 42114
Date Deposited: 17 Nov 2006
Last Modified: 27 Mar 2014 18:27
URI: http://eprints.soton.ac.uk/id/eprint/42114

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