Task design with DGEs: the case of students’ counterexamples
Task design with DGEs: the case of students’ counterexamples
Given that geometry is a topic in which learners can work with counterexamples, and that task design with dynamic geometry environments (DGEs) is an understudied aspect of research, our research is focusing on elaborating a set of theory-informed task design principles involving DGEs and using these to study students working with geometric diagrams. The analysis that we present in this short paper illustrates how our theory-informed design principles are further supported with the conceptual framework on virtual manipulatives in terms of the surface features of representations, the pedagogical support, and students’ perceptions and interpretations.
proof, refutation, counterexample, task design, dynamic geometry software, teaching, mathematics, education
821-822
European Society for Research in Mathematics Education
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Komatsu, Kotaro
22446313-5c59-4d33-a7c2-94684615e98f
van den Heuvel-Panhuizen, Marja
6 February 2019
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Komatsu, Kotaro
22446313-5c59-4d33-a7c2-94684615e98f
van den Heuvel-Panhuizen, Marja
Jones, Keith and Komatsu, Kotaro
(2019)
Task design with DGEs: the case of students’ counterexamples.
Jankvist, Uffe Thomas, van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel
(eds.)
In Proceedings of the 11th Congress of the European Society for Research in Mathematics Education: (CERME11).
European Society for Research in Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
Given that geometry is a topic in which learners can work with counterexamples, and that task design with dynamic geometry environments (DGEs) is an understudied aspect of research, our research is focusing on elaborating a set of theory-informed task design principles involving DGEs and using these to study students working with geometric diagrams. The analysis that we present in this short paper illustrates how our theory-informed design principles are further supported with the conceptual framework on virtual manipulatives in terms of the surface features of representations, the pedagogical support, and students’ perceptions and interpretations.
Text
JonesKomatsu_CERME11_2019
- Accepted Manuscript
More information
Published date: 6 February 2019
Venue - Dates:
11th Congress of the European Society for Research in Mathematics Education: CERME11, Utrecht University, Utrecht, Netherlands, 2019-02-05 - 2019-02-10
Keywords:
proof, refutation, counterexample, task design, dynamic geometry software, teaching, mathematics, education
Identifiers
Local EPrints ID: 446120
URI: http://eprints.soton.ac.uk/id/eprint/446120
PURE UUID: 621cb0cc-248f-4d1e-8366-083df0aa1c29
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Date deposited: 21 Jan 2021 17:32
Last modified: 16 Mar 2024 10:30
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Contributors
Author:
Kotaro Komatsu
Editor:
Uffe Thomas Jankvist
Editor:
Marja van den Heuvel-Panhuizen
Editor:
Michiel Veldhuis
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