Children learning to specify geometrical relationships using a dynamic geometry package


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.

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Description/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.

Item Type: Conference or Workshop Item (Paper)
ISBNs: 0771100 (print)
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
Subjects:
Organisations: Mathematics, Science & Health Education
ePrint ID: 41278
Date :
Date Event
1997Published
Date Deposited: 16 Aug 2006
Last Modified: 16 Apr 2017 19:03
Further Information:Google Scholar
URI: http://eprints.soton.ac.uk/id/eprint/41278

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