“Click, Drag, Think!”

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.

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.

scholarly journals On the Learning of geometric concepts using Dynamic Geometry Software

RENOTE ◽  
2004 ◽  
Vol 2 (1) ◽  
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.

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

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.

Economic structure, power and institutions: A conceptual framework for analysing the historical transformation of US industrial strategy

2021 ◽  
pp. 102452942110154
Author(s):  
Mattia Tassinari
Keyword(s):  
Structural Change ◽  
Conceptual Framework ◽  
Economic Structure ◽  
Institutional Arrangements ◽  
Illustrative Case ◽  
Alexander Hamilton ◽  
The Government ◽  
Distribution Of Power ◽  
Illustrative Case Study

An industrial strategy emerges from possibilities for structural change, that depend on material constraints and opportunities afforded by economic structure, the distribution of power in society and the institutional arrangements organized at the political level. Building on a structural political economy perspective, this article develops a structure–power–institutions conceptual framework to describe how economic structure, the distribution of power, and institutions interact through a ‘circular process,’ which is useful for analysing the historical transformation of industrial strategy. In this framework, an industrial strategy refers to the institutional arrangements through which the government manages emerging conflicts or agreements between different powers and influences structural change. As an illustrative case study, the structure–power–institutions framework is applied to analyse the historical transformation of US industrial strategy from the era of Alexander Hamilton to that of Donald Trump.

scholarly journals Moral economy, solidarity and labour process struggle in Irish public transport

2019 ◽  
pp. 0143831X1989123
Author(s):  
Emma Hughes ◽  
Tony Dobbins ◽  
Doris Merkl-Davies
Keyword(s):  
Conceptual Framework ◽  
Trade Union ◽  
Public Transport ◽  
Qualitative Data ◽  
Moral Economy ◽  
Process Theory ◽  
Transport Sector ◽  
Competitive Tendering ◽  
Labour Process

This article empirically applies Knut Laaser’s integrated conceptual framework, combining Sayer’s moral economy (ME) theory with labour process theory (LPT), to examine how two rival Irish unions engaged with an uneven moral economy and consciously sought to build collective worker solidarity during a dispute over competitive tendering and marketization. Using qualitative data from a case study of BusCo in Ireland’s public transport sector, the article enriches sociological understanding of trade union solidarity, and how it is engendered, contested and experienced.

scholarly journals A collective case study of supervision and competence judgments on the inpatient internal medicine ward

2021 ◽  
Author(s):  
Tristen Gilchrist ◽  
Rose Hatala ◽  
Andrea Gingerich
Keyword(s):  
Internal Medicine ◽  
Clinical Supervision ◽  
Clinical Teaching ◽  
Senior Resident ◽  
Structured Interviews ◽  
Collective Case Study ◽  
Teaching Unit ◽  
Competency Based ◽  
Trainee Competence

Abstract Introduction Workplace-based assessment in competency-based medical education employs entrustment-supervision scales to suggest trainee competence. However, clinical supervision involves many factors and entrustment decision-making likely reflects more than trainee competence. We do not fully understand how a supervisor’s impression of trainee competence is reflected in their provision of clinical support. We must better understand this relationship to know whether documenting level of supervision truly reflects trainee competence. Methods We undertook a collective case study of supervisor-trainee dyads consisting of attending internal medicine physicians and senior residents working on clinical teaching unit inpatient wards. We conducted field observations of typical daily activities and semi-structured interviews. Data was analysed within each dyad and compared across dyads to identify supervisory behaviours, what triggered the behaviours, and how they related to judgments of trainee competence. Results Ten attending physician-senior resident dyads participated in the study. We identified eight distinct supervisory behaviours. The behaviours were enacted in response to trainee and non-trainee factors. Supervisory behaviours corresponded with varying assessments of trainee competence, even within a dyad. A change in the attending’s judgment of the resident’s competence did not always correspond with a change in subsequent observable supervisory behaviours. Discussion There was no consistent relationship between a trigger for supervision, the judgment of trainee competence, and subsequent supervisory behaviour. This has direct implications for entrustment assessments tying competence to supervisory behaviours, because supervision is complex. Workplace-based assessments that capture narrative data including the rationale for supervisory behaviours may lead to deeper insights than numeric entrustment ratings.

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