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Students' geometrical perception on a task-based dynamic geometry platform.
- Source :
-
Educational Studies in Mathematics . Mar2013, Vol. 82 Issue 3, p361-377. 17p. 10 Diagrams, 1 Chart. - Publication Year :
- 2013
-
Abstract
- This paper describes a task-based dynamic geometry platform that is able to record student responses in a collective fashion to pre-designed dragging tasks. The platform provides a new type of data and opens up a quantitative dimension to interpret students' geometrical perception in dynamic geometry environments. The platform is capable of generating a collective image map of student geometrical perceptions for a pre-designed dragging task. This map is interpreted as students' qualitatively different ways of perceiving a geometrical phenomenon under the drag mode, ways which are quantified and categorized in a collective way. The idea of task perceptual landscape is proposed to facilitate discussion on the pedagogical significance of this platform. Specifically, a task case is presented and analysed in which a methodology is developed that provides a way to classify students' geometrical perceptions with respect to the task. The task perceptual landscape is interpreted as a collective example space of student perception of a task. Furthermore, an idea of personal example space is developed through the findings from a qualitative study for the same task. This brings about discussion on possible pedagogical correlation between the quantitative and qualitative aspects of the platform. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 00131954
- Volume :
- 82
- Issue :
- 3
- Database :
- Academic Search Index
- Journal :
- Educational Studies in Mathematics
- Publication Type :
- Academic Journal
- Accession number :
- 85283711
- Full Text :
- https://doi.org/10.1007/s10649-012-9433-7