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Children learning to specify geometrical relationships using a dynamic geometry package

Record type: Conference or Workshop Item (Paper)

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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Citation

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. PME., pp. 121-128.

More information

Published date: 1997
Venue - Dates: PME21, 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
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 16 Aug 2006
Last modified: 17 Jul 2017 15:31

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