Coming to know about 'dependency' within a dynamic geometry environment
Coming to know about 'dependency' within a dynamic geometry environment
The ability to define relationships between objects is one of the most powerful features of a dynamic geometry package such as Cabri-Géomètre. In this paper I document how one pair of 12 year old students begin to come to know about this form of functional dependency within this particular computer environment. I suggest that this process of coming to know about dependency may be understood as an interweaving between the ‘voices’ of the students and the teacher within the socially organised activity taking place in the classroom.
La capacidad para definir relaciones entre objetos es una de las características mas potentes de un paquete integrado de geometría dinámica como es el Cabri Geometría. En este artículo, presento como un par de alumnos de 12 años empiezan a comprender el concepto de dependencia funcional dentro de este contexto informático particular. Sugiero que este proceso de iniciación a la comprensión de la dependencia puede interpretarse como un entretejerse las ‘voces’ de los alumnos y el profesor dentro de una actividad socialmente organizada que tiene lugar en el aula.
mediation, tools, artifacts, artefacts, curriculum, pedagogy, teaching, learning, mathematics, sociocultural, theory, dynamic geometry, geometry, geometric, geometrical, DGS
0771100X
145-152
International Group for the Psychology of Mathematics Education
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1996
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(1996)
Coming to know about 'dependency' within a dynamic geometry environment.
Puig, L. and Gutiérrez, A.
(eds.)
In Proceedings 20th 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
The ability to define relationships between objects is one of the most powerful features of a dynamic geometry package such as Cabri-Géomètre. In this paper I document how one pair of 12 year old students begin to come to know about this form of functional dependency within this particular computer environment. I suggest that this process of coming to know about dependency may be understood as an interweaving between the ‘voices’ of the students and the teacher within the socially organised activity taking place in the classroom.
La capacidad para definir relaciones entre objetos es una de las características mas potentes de un paquete integrado de geometría dinámica como es el Cabri Geometría. En este artículo, presento como un par de alumnos de 12 años empiezan a comprender el concepto de dependencia funcional dentro de este contexto informático particular. Sugiero que este proceso de iniciación a la comprensión de la dependencia puede interpretarse como un entretejerse las ‘voces’ de los alumnos y el profesor dentro de una actividad socialmente organizada que tiene lugar en el aula.
Text
Jones_PME20_1996.pdf
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More information
Published date: 1996
Venue - Dates:
PME20, Valencia, Spain, 1996-07-08 - 1996-07-12
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: 41280
URI: http://eprints.soton.ac.uk/id/eprint/41280
ISBN: 0771100X
PURE UUID: 8f2b2cd9-5481-48a9-bbaa-12984eafaa74
Catalogue record
Date deposited: 14 Aug 2006
Last modified: 12 Apr 2024 16:31
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Contributors
Editor:
L. Puig
Editor:
A. Gutiérrez
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