Download or read book An Exploration of the Interplay Among Teacher Intervention Dynamic Geometry Software and Students Mathematical Generalizing Practices about Properties of Geometric Transformations written by Xiangquan Yao and published by . This book was released on 2018 with total page 293 pages. Available in PDF, EPUB and Kindle. Book excerpt: Making generalization is fundamental to mathematics and a crucial component of mathematical thinking. Developing learners’ capacity towards making and justifying generalizations about mathematical relationships has been a pivotal goal of mathematics education for decades. The purpose of this study was to examine how students construct generalizations in a technology-rich instructional environment and the teacher’s role in supporting students’ generalizing practices. A design research was used to study seven middle school students’ work when they engaged in learning geometric transformations in the presence of dynamic geometry software. Data processing and analysis consisted of five phases. In Phase I, generalizing episodes were identified within those mathematical activities. In Phase II, Pirie-Kieren’s (1994) theory for growth of mathematical understanding was utilized to trace the development of each generalizing episode. Critical interactional moments and how technology was used were recorded. In Phase III, all the observations, conjectures, and generalizations the participants shared in each generalizing episode were identified and categorized based on their level of generality and their connection to a broader mathematical structure. Phase IV involved analysis of teacher interventions and technological mediations. Phase V of analysis considered folding back activities among the generalizing episodes. Data analysis revealed: (1) three types of mathematical generalizations; (2) nine categories of teacher interventions that promote productive generalizing practices; (3) five types of technological mediations; and (4) a framework for categorizing folding back activities. Analysis of the generalizing episodes and the associated event maps suggested that: (1) students’ construction of mathematical generalizations were shaped by mathematical tasks, teacher interventions, and technological tools; (2) although property-based, construction-based, and theory-based generalizations became observable only at the stage of Property Noticing or Formalizing, understanding activities at the stage of Image Making and Image Having were crucial in the construction of generalizations; and (3) different categories of teacher interventions and technological mediations occurred at different stages of understanding. This study described how instructional interactions and technology might impact the construction and refinement of mathematical generalizations.

Download or read book Teachers Knowledge for Integrating Dynamic Geometry Software Into Mathematics Lessons written by Fangchun Zhu and published by . This book was released on 2020 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Because of the development of using new technologies like computer science in mathematics education, it is important for us to rethink about one of the critical terms for teacher's practice in classroom: teacher knowledge. There are many researches pay attention to definite what is teacher knowledge or what kind of knowledge teacher needs. As some researchers said we need to take technologies into account if we want to describe teacher knowledge. Teacher knowledge can be reflected in their class behavior. So this research aims at analyzing teacher's didactical practice with one of the important technologies: dynamic geometry software. Taking instrumental orchestration as critical theoretical framework, this study describes teacher's activities with dynamic geometry software in the classroom based on the view of their knowledge. It chose 5 Chinese teachers and 1 French teacher to observe their mathematics lessons in order to analyze their knowledge shown in their practice with technology. The main question of this research is as following:1. 1 What can we learn about the teachers' knowledge shown in their instrumental orchestration by contrasting the different usage of DGS between Chinese and French teachers? 1. 1.1 What can we learn from analyzing the roles of DGS in mathematics tasks? 2. 1.2 What can we learn from tasks organization by contrasting the teaching practice between Chinese and French teachers?3. 1.3 What can we learn the teacher-student interaction by contrasting French and Chinese teachers?In order to answer these questions, I focus on the roles of dynamic geometry software in mathematics tasks and the questions or feedbacks in the teacher-student interaction. Dynamic geometry software plays two main roles in mathematics teaching and learning: amplifier and generator. This kind of software also affects teacher-student interaction. Teacher would show their different focus by using software for example only focus on mathematics or focus on mathematics related to software. As designed, this research chooses several mathematics teachers from two different contexts to contrast their knowledge which reflected into teaching practice in the situation created by technologies. I altogether observed and recorded 11 lessons for them. They would also be interviewed before and after their mathematics lessons which would be recorded by the author, to make deep understanding of their opinions on DGS.Based on the analysis, different teachers show their different views on the roles of dynamic geometry software. Most of them see software as an amplifier of presenting contents during the teaching process, although the software can change learners' strategy to solve the tasks. And during the interaction, most teachers focus on mathematics contents without any technology, although they choose different ways to orchestrate lessons. There are many factors which may affect teachers' using of software, like physical configuration, ability of students, teaching objective, examination, which talked by teachers during the interview and also need to much further studies for researchers.

Download or read book Special Issues in Early Childhood Mathematics Education Research written by and published by BRILL. This book was released on 2022-02-14 with total page 323 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this book, 23 contributors offer new insights on key issues in mathematics education in early childhood.

Download or read book Teaching Mathematics in Grades 6 12 written by Randall E. Groth and published by SAGE Publications. This book was released on 2012-08-10 with total page 513 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Mathematics in Grades 6 - 12 by Randall E. Groth explores how research in mathematics education can inform teaching practice in grades 6-12. The author shows preservice mathematics teachers the value of being a "researcher—constantly experimenting with methods for developing students' mathematical thinking—and connecting this research to practices that enhance students' understanding of the material. Ultimately, preservice teachers will gain a deeper understanding of the types of mathematical knowledge students bring to school, and how students' thinking may develop in response to different teaching strategies.

Download or read book Geometry Turned On written by and published by . This book was released on 1997 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Students Learning Experiences When Using a Dynamic Geometry Software written by Dejene Girma Denbel and published by LAP Lambert Academic Publishing. This book was released on 2015-02-27 with total page 52 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students learning experiences were investigated in geometry lesson when using Dynamic Geometry Software (DGS) tool in geometry learning in 25 Ethiopian secondary students. The research data were drawn from the used worksheets, classroom observations, results of pre- and post-test, a questionnaire and interview responses. I used GeoGebra as a DGS tool with research questions relating to the aspects of (1) motivation, (2) interactions and discussions, (3) student-centered learning, (4) conceptual understanding, and (5) Problem _solving strategies. The questions were embedded in an instructional research intervention. The intervention comprised the use of worksheets and applets I developed through GeoGebra. The results showed that the use of a DGS tool with the presence of other factors, such as group work and the use of worksheets brought about certain changes in students 'learning experiences' of the geometrical concepts. Students were well motivated, but discussion and interaction were limited (due to time limitations) and results on students 'conceptual understanding' and problem-solving strategies were only partly satisfactory, but improved during the intervention.

Download or read book The Impact of Dynamic Geometry Software on Students Abilities to Generalize in Geometry written by James Velo and published by . This book was released on 2001 with total page 540 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effect of Dynamic Geometry Software on Student Mathematics Teachers Spatial Visualization Skills written by Bulent Guven and published by . This book was released on 2008 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: Geometry is the study of shape and space. Without spatial ability, students cannot fully appreciate the natural world. Spatial ability is also very important for work in various fields such as computer graphics, engineering, architecture, and cartography. A number of studies have demonstrated that technology has an important potential to develop spatial skills. In the present study, the effect of dynamic geometry software (DGS) Cabri 3D on student mathematics teachers' spatial skills was examined. The study used a one-group pretest-intervention-posttest experimental design. In this context, 40 student mathematics teachers took "Purdue Spatial Visualization" (PSV) test as pretest at the beginning of the study, and then some implementations were carried out with these students by using Cabri 3D software for 8 weeks. The PSV test was retaken by students at the end of the study. That if there was a meaningful difference between the pretest and posttest results was examined by using paired sample t test. The findings demonstrated that these computer supported activities contributed to development student mathematics teachers' spatial skills. (Contains 3 table and 8 figures.).

Download or read book The Geometric Supposer written by Judah L. Schwartz and published by Routledge. This book was released on 2013-06-17 with total page 267 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a case study of education reform and innovation using technology that examines the issue from a wide variety of perspectives. It brings together the views and experiences of software designers, curriculum writers, teachers and students, researchers and administrators. Thus, it stands in contrast to other analyses of innovation that tend to look through the particular prisms of research, classroom practice, or software design. The Geometric Supposer encourages a belief in a better tomorrow for schools. On its surface, the Geometric Supposer provides the means for radically altering the way in which geometry is taught and the quality of learning that can be achieved. At a deeper level, however, it suggests a powerful metaphor for improving education that can be played out in many different instructional contexts.

Download or read book Interactions Between Teachers Use of Collaborative Dynamic Geometry Environment and Their Geometrical Knowledge written by Muteb M. Alqahtani and published by . This book was released on 2016 with total page 203 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Using Dynamic Geometry Software to Engage Students in the Standards for Mathematical Practice written by Milan Sherman and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Proceedings of the 13th International Congress on Mathematical Education written by Gabriele Kaiser and published by Springer. This book was released on 2017-10-31 with total page 735 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book is open access under a CC BY 4.0 license. The book presents the Proceedings of the 13th International Congress on Mathematical Education (ICME-13) and is based on the presentations given at the 13th International Congress on Mathematical Education (ICME-13). ICME-13 took place from 24th- 31st July 2016 at the University of Hamburg in Hamburg (Germany). The congress was hosted by the Society of Didactics of Mathematics (Gesellschaft für Didaktik der Mathematik - GDM) and took place under the auspices of the International Commission on Mathematical Instruction (ICMI). ICME-13 brought together about 3.500 mathematics educators from 105 countries, additionally 250 teachers from German speaking countries met for specific activities. Directly before the congress activities were offered for 450 Early Career Researchers. The proceedings give a comprehensive overview on the current state-of-the-art of the discussions on mathematics education and display the breadth and deepness of current research on mathematical teaching-and-learning processes. The book introduces the major activities of ICME-13, namely articles from the four plenary lecturers and two plenary panels, articles from the five ICMI awardees, reports from six national presentations, three reports from the thematic afternoon devoted to specific features of ICME-13. Furthermore, the proceedings contain descriptions of the 54 Topic Study Groups, which formed the heart of the congress and reports from 29 Discussion Groups and 31 Workshops. The additional important activities of ICME-13, namely papers from the invited lecturers, will be presented in the second volume of the proceedings.

Download or read book The Impact of the Use of Dynamic Software as a Teaching Tool in Geometry written by Jason L. Bouffard and published by . This book was released on 2015 with total page 224 pages. Available in PDF, EPUB and Kindle. Book excerpt: The first objective of this study was to investigate the effects of the use of Geometer's Sketchpad (GSP) on students' achievement on traditional assessments in Geometry. The second objective of the study was to determine the impact of technology on students' attitudes towards geometry. This research was conducted in four geometry classes at a secondary school in Connecticut. Eighty-six students participated in this study. The control group was composed of one honors level class with 23 students and one academic level class with 19 students and was taught geometric constructions through the use of traditional tools, including a pair of compasses, straightedge, pencil, and paper. The experimental group was composed of one honors level class with 23 students and one academic level class with 21 students and was taught geometric constructions through the use of GSP. Each group performed constructions of the same geometric figures and were asked to make conjectures based on their findings. All students in the study were required to complete the same assessment and the same questionnaire describing their experience. This exploratory study did not find enough significant evidence to show that all high school students achieve at a higher rate through the use of GSP. There was some evidence that suggests that males' achievement might be higher through the use of GSP and further research should be done to investigate this conjecture. Across the board, students showed an increase in enjoyment and felt that their results were more accurate through the use of technology. Students also felt that their conjectures are easier to verify through technology rather than through the use of hand tools. These preliminary findings will be able to focus the attention of teachers what aspects they will have to consider if they want to implement dynamic geometry software in their classrooms. This exploratory study yielded preliminary data and could be used in the design of a full scale study.

Download or read book Technology in Mathematics Teaching written by Gilles Aldon and published by Springer. This book was released on 2019-07-01 with total page 335 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book comprises chapters featuring a state of the art of research on digital technology in mathematics education. The chapters are extended versions of a selection of papers from the Proceedings of the 13th International Conference on Technology in Mathematics Teaching (ICTMT-13), which was held in Lyon, France, from July 3rd to 6th. ICTMT-13 gathered together over one hundred participants from twenty countries sharing research and empirical results on the topical issues of technology and its potential to improve mathematics teaching and learning. The chapters are organised into 4 themed parts, namely assessment in mathematics education and technology, which was the main focus of the conference, innovative technology and approaches to mathematics education, teacher education and professional development toward the technology use, and mathematics teaching and learning experiences with technology. In 13 chapters contained in the book, prominent mathematics educators from all over the world present the most recent theoretical and practical advances on these themes This book is of particular interest to researchers, teachers, teacher educators and other actors interested in digital technology in mathematics education.

Download or read book The Geometric Supposer written by Judah L. Schwartz and published by Routledge. This book was released on 1993 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: This volume is a case study of education reform and innovation using technology that examines the issue from a wide variety of perspectives. It brings together the views and experiences of software designers, curriculum writers, teachers and students, researchers and administrators. Thus, it stands in contrast to other analyses of innovation that tend to look through the particular prisms of research, classroom practice, or software design. The Geometric Supposer encourages a belief in a better tomorrow for schools. On its surface, the Geometric Supposer provides the means for radically altering the way in which geometry is taught and the quality of learning that can be achieved. At a deeper level, however, it suggests a powerful metaphor for improving education that can be played out in many different instructional contexts.

Download or read book Geometry Turned On written by James King and published by Cambridge University Press. This book was released on 1997-10-30 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Articles about the uses of active, exploratory geometry carried out with interactive computer software.

Download or read book Teacher s Practices and Dynamic Geometry written by Elizabeth Belfort and published by . This book was released on 2004 with total page 8 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this paper we analyze instructional materials supported by a Dynamic Geometry software, which were produced by teachers during an in-service training program. We discuss illustrative examples, as well as the outcomes of the critical discussions that took place during the presentations of these materials by the teachers. In order to analyze these materials, our conception of geometry involved a full spectrum of activities, from concrete exploration and experimentation, through conjecturing, problem solving, and on to formal proof. We also took into consideration results from research on the didactical potential of Dynamic Geometry (DG). It is argued that these programs can help us address fundamental difficulties in developing geometrical thought, as they can provide new representations of geometrical objects. Our aims are to evaluate how close from fulfilling this potential seem to be the instructional materials produced by the teachers themselves and to discuss the main factors influencing teachers' conceptions while developing of these materials. [For complete proceedings, see ED489632.].