Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS.

Autor/in	Mariotti, Maria Alessandra
Titel	Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS.
Quelle	In: ZDM : mathematics education, 45 (2013) 3, S. 441-452 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1863-9690; 1863-9704
DOI	10.1007/s11858-013-0495-5
Schlagwörter	Experiment; Lehren; Semiotik; Geometrie; Geometrische Konstruktion; Mathematik; Bedeutung; Theorie
Abstract	Since their appearance new technologies have raised many expectations about their potential for innovating teaching and learning practices; in particular any didactical software, such as a dynamic geometry system (DGS) or a computer algebra system (CAS), has been considered an innovative element suited to enhance mathematical learning and support teachers' classroom practice. This paper shows how the teacher can exploit the potential of a DGS to overcome crucial difficulties in moving from an intuitive to a deductive approach to geometry. A specific intervention will be presented and discussed through examples drawn from a long-term teaching experiment carried out in the 9th and 10th grades of a scientific high school. Focusing on an episode through the lens of a semiotic analysis we will see how the teacher's intervention develops, exploiting the semiotic potential offered by the DGS Cabri-Géomètre. The semiotic lens highlights specific patterns in the teacher's action that make students' personal meanings evolve towards the mathematical meanings that are the objective of the intervention.
Erfasst von	FIZ Karlsruhe - Leibniz-Institut für Informationsinfrastruktur
Update	2014/1