Student interpretations of a dynamic geometry environment
Student interpretations of a dynamic geometry environment
It seems that aspects of student interpretations of computer-based learning environments may result from the idiosyncrasies of the software design rather than the characteristics of the mathematics. Yet, somewhat paradoxically, it is because the software demands an approach which is novel that its use can throw light on student interpretations. The analysis presented in this paper is offered as a contribution to understanding the relationship between the specific tool being used, in this case the dynamic geometry environment Cabri-Géomètre, and the kind of thinking that may develop as a result of interactions with the tool. Through this analysis a number of effects of the mediational role of this particular computer environment are suggested.
teaching, learning, pedagogy, curriculum, appropriation of learning, computer environments, deductive reasoning, dynamic geometry software, geometry, mathematical explanation, mediation of learning, quadrilaterals, secondary school, sociocultural theory
392538653X
245-258
Forschungsinstitut fur Mathematikdidaktik
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1999
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(1999)
Student interpretations of a dynamic geometry environment.
In,
Schwank, Inge
(ed.)
European Research in Mathematics Education.
Osnabrück, DE.
Forschungsinstitut fur Mathematikdidaktik, .
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Book Section
Abstract
It seems that aspects of student interpretations of computer-based learning environments may result from the idiosyncrasies of the software design rather than the characteristics of the mathematics. Yet, somewhat paradoxically, it is because the software demands an approach which is novel that its use can throw light on student interpretations. The analysis presented in this paper is offered as a contribution to understanding the relationship between the specific tool being used, in this case the dynamic geometry environment Cabri-Géomètre, and the kind of thinking that may develop as a result of interactions with the tool. Through this analysis a number of effects of the mediational role of this particular computer environment are suggested.
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Jones_interpretations_DGS_1999.pdf
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Published date: 1999
Keywords:
teaching, learning, pedagogy, curriculum, appropriation of learning, computer environments, deductive reasoning, dynamic geometry software, geometry, mathematical explanation, mediation of learning, quadrilaterals, secondary school, sociocultural theory
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41224
URI: http://eprints.soton.ac.uk/id/eprint/41224
ISBN: 392538653X
PURE UUID: 99e8b362-1001-4112-a64e-637d87cda52e
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Date deposited: 02 Aug 2006
Last modified: 15 Mar 2024 08:25
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Editor:
Inge Schwank
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