A Case Study of Two Selected Teachers as they Integrated Dynamic Geometry Software as a Visualisation Tool in Teaching Geometry

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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“Click, Drag, Think!”

Enhancing Mathematics Understanding through Visualization ◽

10.4018/978-1-4666-4050-4.ch003 ◽

2013 ◽

pp. 37-69

Author(s):

Thomas Gawlick

Keyword(s):

Conceptual Framework ◽

Dynamic Geometry ◽

Dynamic Geometry Software ◽

Advanced Case ◽

Teaching Unit

The author points out that to fully exploit the heuristic potential of Dynamic Geometry Software (DGS) and to increase the heuristic literacy of students, extant DGS teaching units have to be ameliorated in several ways. Thus the author develops a twofold conceptual framework: heuristic reconstruction and heuristic instrumentation of problems. Its origin is rooted in the literature, its use is demonstrated by various examples, and its value is made plausible by an introductory teaching unit an advanced case study.

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On the Learning of geometric concepts using Dynamic Geometry Software

RENOTE ◽

10.22456/1679-1916.13755 ◽

2004 ◽

Vol 2 (1) ◽

Cited By ~ 4

Author(s):

Alex Sandro Gomes ◽

Gerard Vergnaud

Keyword(s):

Problem Solving ◽

Dynamic Geometry ◽

Theoretical Framework ◽

Dynamic Geometry Software ◽

Mediated Learning ◽

Computer Mediated ◽

Geometric Concepts ◽

Geometrical Concepts ◽

Geometry Learning

Many results on computer mediated geometry learning conclude about different heuristic approaches to problem solving with Dynamic Geometry Software (DGS). However, little is described concerning conceptualization process. We used a theoretical framework built upon constructivist foundations for analyzing mediated learning of specific geometrical concepts. Our point is illustrated in a case study in which we analyzed studentsí interaction with a DGS. Our results points to a clear mapping of potential conceptualization of geometry in software using.

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From the Editorial Panel: Teaching Geometry

Mathematics Teacher ◽

10.5951/mathteacher.105.4.0244 ◽

2011 ◽

Vol 105 (4) ◽

pp. 244

Keyword(s):

Problem Solving ◽

Dynamic Geometry ◽

Dynamic Geometry Software ◽

Sense Making ◽

Geometric Constructions ◽

Natural Area ◽

Teaching Geometry ◽

Hands On

Geometry is a natural area for developing students' reasoning, visualization, and sense-making skills. Through the use of dynamic geometry software, students engage in hands-on explorations: They create and manipulate geometric constructions, they make and test conjectures, and they develop proofs. Geometry is found everywhere in our world, thus providing students with opportunities to connect geometric ideas with algebra through modeling and problem solving.

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Investigation of pre-service elementary mathematics teachers’ problem posing situations in dynamic geometry environment

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2019.005 ◽

2018 ◽

Vol 9 (1) ◽

pp. 125-148

Author(s):

Birnaz Kanbur Tekerek ◽

Ziya Argün

Keyword(s):

Mathematics Teachers ◽

Elementary Mathematics ◽

Dynamic Geometry ◽

Dynamic Geometry Software ◽

Problem Posing ◽

Dynamic Geometry Environment ◽

Spring Semester ◽

Geometric Concepts ◽

Multiple Case

This study examined problem posing situations of pre-service elementary mathematics teachers in dynamic geometry environment by using problem posing strategies. The qualitative method of multiple case study was applied and geometric concepts that participants used for each type of problem posing are examined. Eight participants from 3rd grade pre-service mathematics teachers voluntarily participated in the study in 2015-2016 fall semester had previously received Computer Aided Mathematics course in the 2014-2015 spring semester. During six weeks’ data collection period, participants tried to pose new problems via dynamic geometry software by using given problem posing situations and their studies were recorded by screen saving program. The relationship between the problems that given to them and the concepts in the new problems were examined through screen recordings. Findings show new problems are established in parallel with the shape or problem statement in the problem posing situations given to them. Compared with other types of problem posing situations, it is seen the concepts are more diversified in the free problem posing. Participants develop their problem posing skills during the process so it is suggested these topics should be included in mathematics education undergraduate program in order for future students to gain these skills.

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