Designing digital technologies and learning activities for different geometries


Jones, Keith, Mackrell, Kate and Stevenson, Ian (2010) Designing digital technologies and learning activities for different geometries. In, Celia Hoyles and Jean-Baptiste Lagrange (eds.) Mathematics Education and Technology: Rethinking the Terrain: the 17th ICMI Study. New York, US, Springer, 47-60. (New ICMI Study Series 13). (doi:10.1007/978-1-4419-0146-0_4).

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Description/Abstract

This chapter focuses on digital technologies and geometry education, a combination of topics that provides a suitable avenue for analysing closely the issues and challenges involved in designing and utilizing digital technologies for learning mathematics. In revealing these issues and challenges, the chapter examines the design of digital technologies and related forms of learning activities for a range of geometries, including Euclidean and co-ordinate geometries in two and three dimensions, and non-Euclidean geometries such as spherical, hyperbolic and fractal geometry. This analysis reveals the decisions that designers take when designing for different geometries on the flat computer screen. Such decisions are not only about the geometry but also about the learner in terms of supporting their perceptions of what are the key features of geometry.

Item Type: Book Section
Additional Information: The pagination of this final proof copy is exactly as it appears in the published version. ISBN: 9781441901453; ISSN: 1387-6872
ISBNs: 9781441901453 (hardback)
9781461424680 (paperback)
9781441901460 (electronic)
Related URLs:
Keywords: design, digital technologies, ict, learning, geometry, geometries, teaching, learning, pedagogy, Euclidean, non-Euclidean, spherical, hyperbolic, fractal, DGS, DGE, dynamic geometry, Logo, Autograph
Subjects: L Education > L Education (General)
Q Science > QA Mathematics
Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Divisions: University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
Faculty of Social and Human Sciences > Southampton Education School > Mathematics & Science Education
ePrint ID: 73082
Date Deposited: 26 Feb 2010
Last Modified: 27 Mar 2014 18:52
Publisher: Springer
URI: http://eprints.soton.ac.uk/id/eprint/73082

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