scholarly journals Teachers’ Involvement in Designing MERLO Items: Boundary Crossing

2020 ◽  
Author(s):  
Ornella Robutti ◽  
Theodosia Prodromou ◽  
Gilles Aldon
Keyword(s):  
Dynamic Geometry ◽  
Learning Objects ◽  
Dynamic Geometry Software ◽  
Boundary Crossing ◽  
Theoretical Frameworks ◽  
Mathematical Concepts ◽  
Italian School ◽  
On Line ◽  
Meaning Equivalence ◽  
Deep Reasoning

Abstract Meaning Equivalence Reusable Learning Objects (MERLO) items are a new kind of didactical tool that can be designed by teachers and used in classes, in tasks aimed at engaging students in deep reasoning, exploring and arguing about mathematical concepts. The interactions across communities of mathematics teachers and educators in on-line professional development were studied with attention to the phenomenon of boundary crossing of MERLO items, viewed as boundary objects in this article. The study analyseda first (international) crossing of the object that passedinstitutional boundaries (between Australian and Italian school systems), and a second crossing of the same object –inside the Australian institutional community – that passed boundaries (from static to dynamic representations) that we interpret in terms of method both for teachers and for researchers. This passage is possible due to the use of dynamic geometry software (GeoGebra) that supported a modification in the design of the item. The analysis shows boundary crossing as a process of transformation that can influence a modification (more or less stable) in the practices of the teachers involved and provides a deep research insight in relation to existing theoretical frameworks.

scholarly journals Thinking with diagrams whilst writing with words

Pythagoras ◽  
2010 ◽  
Vol 0 (71) ◽  
Author(s):  
Vimolan Mudaly
Keyword(s):  
Analogical Reasoning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Mathematical Concepts ◽  
Mathematics Classrooms ◽  
Visual Tool ◽  
Teaching Interventions ◽  
Reasoning Skills ◽  
Visual Strategies

This paper describes how the visual aspects of mathematics influence the understanding of mathematical concepts. It attempts to contribute to the discussion that surrounds the ideas of visualisation, more specifically in mathematics classrooms. Two teaching interventions are described that may indicate how visual strategies can contribute to teaching in the classroom. An important finding of the research reported here is the ease with which dynamic geometry software can be used as a visual tool to develop analogical reasoning skills.

Sketchpad®, TinkerPlots®, and Fathom®

2013 ◽  
pp. 184-199
Author(s):  
Karen Greenhaus
Keyword(s):  
Dynamic Geometry ◽  
Mathematical Practice ◽  
State Standards ◽  
Dynamic Geometry Software ◽  
Geometer's Sketchpad ◽  
Mathematical Concepts ◽  
Learning Mathematics ◽  
Dynamic Mathematics ◽  
Training And Support ◽  
Mathematics Software

The Common Core State Standards for Mathematics (CCSSM) include overarching Standards for Mathematical Practice that cite dynamic geometry® software as one of the tools mathematically proficient students should know how to use strategically. Dynamic geometry software or more generally, dynamic mathematics software, provides visible and tangible representations of mathematical concepts that can be dragged and manipulated to discover underlying properties, investigate patterns and relationships, and develop deeper understandings of the concepts. The Geometer’s Sketchpad®, TinkerPlots®, and Fathom® are examples of dynamic mathematics software. This chapter outlines how dynamic mathematics software supports the CCSSM. Specific mathematic content examples are described using these three resources to model the use of dynamic mathematics software for learning mathematics. Challenges for successfully integrating dynamic mathematics software are described with suggestions for training and support.

Accommodating Different Learning Styles Using e.g., “Flash Movies” in an Introductory Course on Materials Science.

2004 ◽  
Vol 861 ◽  
Author(s):  
I. R. Harrison ◽  
P. C. Ray ◽  
M. Fleck ◽  
R. H. Locklin ◽  
A. Weisner ◽  
...  
Keyword(s):  
Learning Styles ◽  
Materials Science ◽  
Electronic Materials ◽  
Learning Objects ◽  
Ease Of Use ◽  
Hard Copy ◽  
Introductory Course ◽  
On Line ◽  
Power Point ◽  
Subject Material

ABSTRACTIn addition to a hard-copy textbook, Power-Point presentations and videos, the authors have developed a series of Flash modules and on-line quizzing tools for use in teaching and assessing the fundamentals of Materials Science and Engineering. The original thrust was aimed at non-science majors at university, but the modules are also designed for ease of use in high school curricula. In the current paper, we present our philosophy for the presentation of materials' related subject material, using different learning objects, by describing one particular module: on electronic materials.

scholarly journals MENINGKATKAN KEMAMPUAN SPASIAL SISWA MELALUI PEMBELAJARAN GEOMETRI BERBANTUAN CABRI 3D

2017 ◽  
Vol 2 (2) ◽  
pp. 179-194
Author(s):  
Eline Yanty Putri Nasution
Keyword(s):  
High School Students ◽  
Spatial Ability ◽  
Direct Instruction ◽  
Junior High School ◽  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Control Group ◽  
School Students ◽  
Ability Test

The purpose of this study are to investigate and to describe the gain of students‘ spatial ability through Geometry teaching and learning by using a dynamic geometry software, Cabri 3D. This study was a quasi experimental research with not equivalent control group design. Direct instruction was implemented in control group otherwise Geometry teaching and learning with using Cabri 3D was implemented in experimental group. The population of this study are all of the eight grade of junior high school students in one of the SMP Negeri in Padangsidimpuan City. The sample of this study were two groups of eighth grade. The sample has been choosed with using purposif sample technique. The instruments of this study were spatial ability test, quationere, observation sheet and interview. The test was analysed quantitatively and non test was analyzed qualitatively in order to answer the  the hypotesa, the gain of students’ spatial ability who has studied and lerant with using Cabri 3D is better than direct instruction.

scholarly journals Nature of metacognition in a dynamic geometry environment

2015 ◽  
Vol 3 (5) ◽  
pp. 627-646
Author(s):  
Ana Kuzle
Keyword(s):  
Problem Solving ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Dynamic Geometry Environment ◽  
Mathematics Problem Solving ◽  
Managerial Decisions ◽  
Metacognitive Processes ◽  
Geometry Problem ◽  
Mathematics Problem

This case study examined the metacognitive processes of a preservice teacher when solving a nonroutine geometry problem in a dynamic geometry environment. The main purpose of the study was to uncover and investigate patterns of metacognitive processes and to understand what circumstances, situations, and interactions in a dynamic geometry environment promoted metacognitive behaviors. An adaptation of Schoenfeld’s (1981) model of episodes and executive decisions in mathematics problem solving, and the theory of instrumentation (Rabardel, 2001) was used to identify patterns of metacognitive processes in a dynamic geometry environment. During different phases of problem solving the participant engaged in different metacognitive behaviors whereas the dynamic geometry software supported strategies that are available and/or not available on paper and pen. The effectiveness of solution paths was dependent on the presence of managerial decisions, and well-orchestrated usage of different resources, both knowledge and technology. However, the results of the study call to question to which extent engagement in metacognitive behaviors is necessarily desirable or productive.

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