Characterizing Learners' Construction of Geometry Diagrams in Dynamic Geometry Environments

Autor/in	Yao, Xiangquan
Titel	Characterizing Learners' Construction of Geometry Diagrams in Dynamic Geometry Environments
Quelle	In: International Journal for Technology in Mathematics Education, 29 (2022) 4, S.233-243 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Geometry; Visual Aids; Mathematics Instruction; Perception; Measurement; Secondary School Mathematics; Preservice Teachers; Mathematics Teachers; Problem Solving + Suchen Sie Ihr Suchwort? Geometrie; Anschauungsmaterial; Mathematics lessons; Mathematikunterricht; Wahrnehmung; Messverfahren; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Problemlösen
Abstract	As a distinct mode of mathematical representation and communication, geometry diagrams are both signs that represent abstract geometric concepts and visual images that offer graphical-spatial properties. Dynamic geometly environment offers a wide range of tools for its users to create and interact with geometry diagrams. In this paper, I propose a framework to characterize geometry diagrams that learners create in DGEs. The framework considers a learner's approach to creating a geometry diagram (i.e., perceptual-based, measurement-based, construction-based, and transformation-based), the driving force that guides the learner's specific actions in a DGE (i.e., tool-driven, and property-driven), and the constraints in the resulting diagram (i.e., drawing, underconstrained, overconstrained, and appropriately constrained). Examples of student work on two geometry construction problems are used to illustrate the use of the framework. These examples show that the proposed framework provides a useful tool to characterize geometry diagrams in DGEs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01