Children learning to specify geometrical relationships using a dynamic geometry package
Children learning to specify geometrical relationships using a dynamic geometry package
In order to understand the learning taking place when students use a dynamic geometry package such as Cabri-Géomètre, a particular focus for study needs to be on the learning mediated through employing such a resource. In this paper I describe how one pair of 12 year old students begin learning how to specify geometrical relationships in Cabri. I argue that, while Cabri provides certain elements of the mathematical language necessary for the articulation of relevant mathematical ideas, significant aspects must be provided by the teacher.
mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS
0771100X
121-128
International Group for the Psychology of Mathematics Education
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1997
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(1997)
Children learning to specify geometrical relationships using a dynamic geometry package.
Pehkonen, E.
(ed.)
In Proceedings 21st 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
In order to understand the learning taking place when students use a dynamic geometry package such as Cabri-Géomètre, a particular focus for study needs to be on the learning mediated through employing such a resource. In this paper I describe how one pair of 12 year old students begin learning how to specify geometrical relationships in Cabri. I argue that, while Cabri provides certain elements of the mathematical language necessary for the articulation of relevant mathematical ideas, significant aspects must be provided by the teacher.
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Jones_PME21_1997.pdf
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More information
Published date: 1997
Venue - Dates:
PME21, Lahti, Finland, 1997-07-14 - 1997-07-19
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: 41278
URI: http://eprints.soton.ac.uk/id/eprint/41278
ISBN: 0771100X
PURE UUID: 5be3dc6c-69f3-4bc3-b664-b94169d010d6
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Date deposited: 16 Aug 2006
Last modified: 12 Apr 2024 16:31
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Contributors
Editor:
E. Pehkonen
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