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ERIC Number: ED470868
Record Type: Non-Journal
Publication Date: 2002-Jul
Pages: 22
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Process of Introducing New Tasks Using Dynamic Geometry into the Teaching of Mathematics.
Laborde, Colette
This paper presents learning tasks of a new type that are made possible by dynamic geometry software and discusses reasons why it takes time for teachers to design and use such tasks. The paper is divided into four sections: (1) The Spatial and the Theoretical; (2) Tasks in Dynamic Geometry Software Fostering the Learning of Geometry; (3) The Process of Integration: Two Case Studies; and (4) Conclusions. It begins by drawing a distinction between physical space and the theory of geometry and, in particular, the ambiguous role of diagrams in connecting them. The next section contains a classification of geometry tasks into four categories: (1) tasks for interpreting visual phenomena; (2) tasks for producing or reproducing visual phenomena; (3) tasks for predicting visual phenomena; and (4) tasks for explaining visual phenomena. Various examples of the different types of tasks are discussed in detail. The section on the process of integration discusses the dichotomy between conjecture and explanation and proof. Also discussed in this section is the difference between performing tasks in a paper-and-pencil environment and performing the same tasks using dynamic geometry software. The paper concludes with a theoretical discussion of the reasons for slowness and complexity in the introduction of dynamic geometry technology in the classroom. (Contains 20 references.) (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A