The mediation of learning within a dynamic geometry environment
The mediation of learning within a dynamic geometry environment
Computer-based learning environments promise much in terms of enhancing mathematics learning. Yet much remains unclear about the relationship between the computer environment, the activities it might support, and the knowledge that might emerge from such activities. 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 I suggest a number of effects of the mediational role of this particular computer environment.
mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS
0771100X
96-103
International Group for the Psychology of Mathematics Education
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1998
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(1998)
The mediation of learning within a dynamic geometry environment.
Olivier, A. and Newstead, K.
(eds.)
In Proceedings 22nd Conference of the International Group for the Psychology of Mathematics Education.
International Group for the Psychology of Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Computer-based learning environments promise much in terms of enhancing mathematics learning. Yet much remains unclear about the relationship between the computer environment, the activities it might support, and the knowledge that might emerge from such activities. 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 I suggest a number of effects of the mediational role of this particular computer environment.
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Jones_PME22_1998.pdf
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More information
Published date: 1998
Venue - Dates:
22nd Conference of the International Group for the Psychology of Mathematics Education, Stellenbosch, South Africa, 1998-07-12 - 1998-07-17
Keywords:
mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41277
URI: http://eprints.soton.ac.uk/id/eprint/41277
ISBN: 0771100X
PURE UUID: ce44f1cf-880f-4df5-807e-3785f81bd381
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Date deposited: 16 Aug 2006
Last modified: 12 Apr 2024 16:31
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Contributors
Editor:
A. Olivier
Editor:
K. Newstead
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