1/1
2 files

Dragging maintaining symmetry: can it generate the concept of inclusivity as well as a family of shapes?

journal contribution
posted on 09.11.2015, 11:36 by Susan K. Forsythe
This article describes a project using Design Based Research methodology to ascertain whether a pedagogical task based on a dynamic figure designed in a Dynamic Geometry Software (DGS) program could be instrumental in developing students’ geometrical reasoning. A dragging strategy which I have named ‘Dragging Maintaining Symmetry’ (DMS) was shown to be important for the making of mathematical meanings in the context of Dynamic Geometry. In particular, it encouraged students’ development of the concept of inclusive relations between shapes generated from the dynamic figure, especially the rhombus as a special case of the kites. This development was not automatic and in addition to their work with the dynamic figure the students were shown an animation of the figure under DMS. Watching the animation allowed the students to attend to the continuous nature of the changing figure and proved to be the catalyst for moving their reasoning towards perceiving inclusive relations between the rhombus and kite.

History

Citation

Research in Mathematics Education, 2015 (In press)

Author affiliation

/Organisation/COLLEGE OF SOCIAL SCIENCES, ARTS AND HUMANITIES/School of Education

Version

AM (Accepted Manuscript)

Published in

Research in Mathematics Education

Publisher

Taylor & Francis (Routledge)

issn

1479-4802

eissn

1754-0178

Acceptance date

23/06/2015

Copyright date

2015

Available date

15/04/2017

Publisher version

http://www.tandfonline.com/doi/full/10.1080/14794802.2015.1065757

Notes

The file associated with this record is under an 18-month embargo from publication in accordance with the publisher's self-archiving policy, available at http://authorservices.taylorandfrancis.com/sharing-your-work/. The full text may be available through the publisher links provided above.

Language

en