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Interpretation of diagrams in dynamic geometry environments

Interpretation of diagrams in dynamic geometry environments
Interpretation of diagrams in dynamic geometry environments
This study addressed the use of dynamic geometry environments in students’ mathematical activity related to proofs and refutations. Using a framework of student interpretation of diagrams, we analysed a task-based interview where a triad of Japanese secondary school students (16–17 years old) tackled tasks related to conjecturing, proving, and refuting using dynamic geometry. Our study suggests that the distinction between perception and relation-oriented interpretations, as well between ‘drawing’ and ‘figure’, can help in deepening understanding of student behaviour when they are using dynamic geometry environments.
diagrams, dynamic geometry software, geometry, DGE, DGS, PME
0771-100X
1
226
IGPME
Komatsu, Kotaro
22446313-5c59-4d33-a7c2-94684615e98f
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Kaur, Berinderjeet
Ho, Weng Kin
Toh, Tin Lam
Choy, Ban Heng
Komatsu, Kotaro
22446313-5c59-4d33-a7c2-94684615e98f
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Kaur, Berinderjeet
Ho, Weng Kin
Toh, Tin Lam
Choy, Ban Heng

Komatsu, Kotaro and Jones, Keith (2017) Interpretation of diagrams in dynamic geometry environments. Kaur, Berinderjeet, Ho, Weng Kin, Toh, Tin Lam and Choy, Ban Heng (eds.) In Proceedings of the 41st Conference of the International Group for the Psychology of Mathematics Education (PME41). vol. 1, IGPME. p. 226 .

Record type: Conference or Workshop Item (Paper)

Abstract

This study addressed the use of dynamic geometry environments in students’ mathematical activity related to proofs and refutations. Using a framework of student interpretation of diagrams, we analysed a task-based interview where a triad of Japanese secondary school students (16–17 years old) tackled tasks related to conjecturing, proving, and refuting using dynamic geometry. Our study suggests that the distinction between perception and relation-oriented interpretations, as well between ‘drawing’ and ‘figure’, can help in deepening understanding of student behaviour when they are using dynamic geometry environments.

Text
KomatsuJones_diagrams_PME41_2017 - Accepted Manuscript
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More information

Accepted/In Press date: 24 April 2017
Published date: 17 July 2017
Venue - Dates: 41st Conference of the International Group for the Psychology of Mathematics Education (PME41), National Institute of Education, Singapore, Singapore, 2017-07-17 - 2017-07-22
Keywords: diagrams, dynamic geometry software, geometry, DGE, DGS, PME

Identifiers

Local EPrints ID: 415488
URI: http://eprints.soton.ac.uk/id/eprint/415488
ISSN: 0771-100X
PURE UUID: f7619be3-6759-4f30-96a7-1a59c72100d5
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 13 Nov 2017 17:30
Last modified: 21 Nov 2021 09:19

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Contributors

Author: Kotaro Komatsu
Author: Keith Jones ORCID iD
Editor: Berinderjeet Kaur
Editor: Weng Kin Ho
Editor: Tin Lam Toh
Editor: Ban Heng Choy

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