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Student interpretations of a dynamic geometry environment

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
Schwank, Inge
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Schwank, Inge

Jones, Keith (1999) Student interpretations of a dynamic geometry environment In, Schwank, Inge (eds.) European Research in Mathematics Education. Osnabrück, DE, Forschungsinstitut fur Mathematikdidaktik pp. 245-258.

Record type: 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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More information

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
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 02 Aug 2006
Last modified: 17 Jul 2017 15:32

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