Introduction to the papers of WG4: Geometry Education
Introduction to the papers of WG4: Geometry Education
In this overview of CERME10 Working Group 4, on Geometry Education, the three main issues addressed during the working group were the role of material activity in the construction of geometrical concepts (including the use of instruments, manipulation, investigation, modelling, and so on), the nature of visualization and spatial skills, and the issues of language, proof and argumentation. In terms of the role of material activity, the group noted that there is a true need for improving the ‘networking’ between the didactical approach and the psychological approach concerning the use of tools. In terms of the nature of visualization and spatial skills, the group noted the interconnections. In addressing language, proof and argumentation, the group noted the focus on ways of motivating proofs or argumentation.
proof, refutation, counterexample, task design, dynamic geometry software, teaching
560-563
Institute of Education, Dublin City University; European Society for Research in Mathematics Education
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Maschietto, Michela
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Mithalal-Le Doze, Joris
808b4fc5-aa60-43e9-a17e-3cebcb0fc047
22 December 2017
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Maschietto, Michela
1557db80-75eb-441c-a23f-0640479989ab
Mithalal-Le Doze, Joris
808b4fc5-aa60-43e9-a17e-3cebcb0fc047
Jones, Keith, Maschietto, Michela and Mithalal-Le Doze, Joris
(2017)
Introduction to the papers of WG4: Geometry Education.
Dooley, Thérèse and Gueudet, Ghislaine
(eds.)
In Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education : (CERME10, February1-5, 2017).
Institute of Education, Dublin City University; European Society for Research in Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
In this overview of CERME10 Working Group 4, on Geometry Education, the three main issues addressed during the working group were the role of material activity in the construction of geometrical concepts (including the use of instruments, manipulation, investigation, modelling, and so on), the nature of visualization and spatial skills, and the issues of language, proof and argumentation. In terms of the role of material activity, the group noted that there is a true need for improving the ‘networking’ between the didactical approach and the psychological approach concerning the use of tools. In terms of the nature of visualization and spatial skills, the group noted the interconnections. In addressing language, proof and argumentation, the group noted the focus on ways of motivating proofs or argumentation.
Text
Jones-etc_Intro_WG4_CERME10_2017
- Accepted Manuscript
More information
Accepted/In Press date: 13 March 2017
Published date: 22 December 2017
Additional Information:
The copyright page of the full proceedings says "Copyright 2017 left to the authors". As I retain the copyright, I can provide the publication as open access.
Venue - Dates:
10th Congress of the European Society for Research in Mathematics Education (CERME10), Dublin City University, Dublin, Ireland, 2017-02-01 - 2017-02-05
Keywords:
proof, refutation, counterexample, task design, dynamic geometry software, teaching
Identifiers
Local EPrints ID: 419744
URI: http://eprints.soton.ac.uk/id/eprint/419744
PURE UUID: ca9c666f-019a-46a0-a674-8072cbcccfeb
Catalogue record
Date deposited: 20 Apr 2018 16:30
Last modified: 15 Mar 2024 19:25
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Contributors
Author:
Michela Maschietto
Author:
Joris Mithalal-Le Doze
Editor:
Thérèse Dooley
Editor:
Ghislaine Gueudet
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