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Designing digital technologies and learning activities for different geometries

Designing digital technologies and learning activities for different geometries
Designing digital technologies and learning activities for different geometries
This chapter focuses on digital technologies and geometry education, a combination of topics that provides a suitable avenue for analysing closely the issues and challenges involved in designing and utilizing digital technologies for learning mathematics. In revealing these issues and challenges, the chapter examines the design of digital technologies and related forms of learning activities for a range of geometries, including Euclidean and co-ordinate geometries in two and three dimensions, and non-Euclidean geometries such as spherical, hyperbolic and fractal geometry. This analysis reveals the decisions that designers take when designing for different geometries on the flat computer screen. Such decisions are not only about the geometry but also about the learner in terms of supporting their perceptions of what are the key features of geometry.
design, digital, technology, ict, classroom, geometry, geometries, tasks, teaching, learning, pedagogy, Euclidean, non-Euclidean, spherical, hyperbolic, fractal, DGS, DGE, dynamic geometry, Logo, Autograph, mathematics, education
9781441901453
13
47-60
Springer
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Mackrell, Kate
e444f1b1-ef4d-43f1-9ff2-f840f8826971
Stevenson, Ian
ba01b48a-4f20-471b-851d-c150ed7f5763
Hoyles, Celia
Lagrange, Jean-Baptiste
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Mackrell, Kate
e444f1b1-ef4d-43f1-9ff2-f840f8826971
Stevenson, Ian
ba01b48a-4f20-471b-851d-c150ed7f5763
Hoyles, Celia
Lagrange, Jean-Baptiste

Jones, Keith, Mackrell, Kate and Stevenson, Ian (2010) Designing digital technologies and learning activities for different geometries. In, Hoyles, Celia and Lagrange, Jean-Baptiste (eds.) Mathematics Education and Technology: Rethinking the Terrain: the 17th ICMI Study. (New ICMI Study Series, , (doi:10.1007/978-1-4419-0146-0_4), 13) New York, US. Springer, pp. 47-60. (doi:10.1007/978-1-4419-0146-0_4).

Record type: Book Section

Abstract

This chapter focuses on digital technologies and geometry education, a combination of topics that provides a suitable avenue for analysing closely the issues and challenges involved in designing and utilizing digital technologies for learning mathematics. In revealing these issues and challenges, the chapter examines the design of digital technologies and related forms of learning activities for a range of geometries, including Euclidean and co-ordinate geometries in two and three dimensions, and non-Euclidean geometries such as spherical, hyperbolic and fractal geometry. This analysis reveals the decisions that designers take when designing for different geometries on the flat computer screen. Such decisions are not only about the geometry but also about the learner in terms of supporting their perceptions of what are the key features of geometry.

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More information

Published date: 2010
Additional Information: The pagination of this final authors' proof copy is similar to the published version. ISBN: 9781441901453
Keywords: design, digital, technology, ict, classroom, geometry, geometries, tasks, teaching, learning, pedagogy, Euclidean, non-Euclidean, spherical, hyperbolic, fractal, DGS, DGE, dynamic geometry, Logo, Autograph, mathematics, education
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 73082
URI: https://eprints.soton.ac.uk/id/eprint/73082
ISBN: 9781441901453
PURE UUID: a393744b-cfb8-4459-aeea-177221c6a3fb
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

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Date deposited: 26 Feb 2010
Last modified: 03 Dec 2019 02:03

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Contributors

Author: Keith Jones ORCID iD
Author: Kate Mackrell
Author: Ian Stevenson
Editor: Celia Hoyles
Editor: Jean-Baptiste Lagrange

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