The instrumental deconstruction as a link between drawing and geometrical figure
Abstract In this article, we examine how it is possible, in the teaching and learning of geometry, to bridge the gap between problems involving drawings and figures, which is essential to the learning of mathematical proof. More precisely, the way students’ drawing perception has to evolve, from Ico...
Ausführliche Beschreibung
Autor*in: |
Mithalal, Joris [verfasserIn] |
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Format: |
Artikel |
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Sprache: |
Englisch |
Erschienen: |
2018 |
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Schlagwörter: |
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Anmerkung: |
© Springer Nature B.V. 2018 |
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Übergeordnetes Werk: |
Enthalten in: Educational studies in mathematics - Springer Netherlands, 1968, 100(2018), 2 vom: 24. Nov., Seite 161-176 |
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Übergeordnetes Werk: |
volume:100 ; year:2018 ; number:2 ; day:24 ; month:11 ; pages:161-176 |
Links: |
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DOI / URN: |
10.1007/s10649-018-9862-z |
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Katalog-ID: |
OLC2027745157 |
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10.1007/s10649-018-9862-z doi (DE-627)OLC2027745157 (DE-He213)s10649-018-9862-z-p DE-627 ger DE-627 rakwb eng 370 510 VZ 17,1 ssgn Mithalal, Joris verfasserin (orcid)0000-0003-4090-2538 aut The instrumental deconstruction as a link between drawing and geometrical figure 2018 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Springer Nature B.V. 2018 Abstract In this article, we examine how it is possible, in the teaching and learning of geometry, to bridge the gap between problems involving drawings and figures, which is essential to the learning of mathematical proof. More precisely, the way students’ drawing perception has to evolve, from Iconic Visualization to Non-Iconic Visualization (Duval, Annales de Didactique et de Sciences Cognitives, 10, 5–53, 2005). We show that the Instrumental Deconstruction process is multifaceted and central in this evolution. We present a theoretical framework, in relation with an experiment based on a 3D dynamic geometry environment. Based on a case study, we show that construction tasks with specific representations make the instrumental work play a key role in the learning of geometry. Deductive geometry 3D dynamic geometry Instrumental deconstruction Drawings Balacheff, Nicolas aut Enthalten in Educational studies in mathematics Springer Netherlands, 1968 100(2018), 2 vom: 24. Nov., Seite 161-176 (DE-627)129882585 (DE-600)300213-5 (DE-576)015178595 0013-1954 nnns volume:100 year:2018 number:2 day:24 month:11 pages:161-176 https://doi.org/10.1007/s10649-018-9862-z lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT GBV_ILN_22 GBV_ILN_110 AR 100 2018 2 24 11 161-176 |
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Abstract In this article, we examine how it is possible, in the teaching and learning of geometry, to bridge the gap between problems involving drawings and figures, which is essential to the learning of mathematical proof. More precisely, the way students’ drawing perception has to evolve, from Iconic Visualization to Non-Iconic Visualization (Duval, Annales de Didactique et de Sciences Cognitives, 10, 5–53, 2005). We show that the Instrumental Deconstruction process is multifaceted and central in this evolution. We present a theoretical framework, in relation with an experiment based on a 3D dynamic geometry environment. Based on a case study, we show that construction tasks with specific representations make the instrumental work play a key role in the learning of geometry. © Springer Nature B.V. 2018 |
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Abstract In this article, we examine how it is possible, in the teaching and learning of geometry, to bridge the gap between problems involving drawings and figures, which is essential to the learning of mathematical proof. More precisely, the way students’ drawing perception has to evolve, from Iconic Visualization to Non-Iconic Visualization (Duval, Annales de Didactique et de Sciences Cognitives, 10, 5–53, 2005). We show that the Instrumental Deconstruction process is multifaceted and central in this evolution. We present a theoretical framework, in relation with an experiment based on a 3D dynamic geometry environment. Based on a case study, we show that construction tasks with specific representations make the instrumental work play a key role in the learning of geometry. © Springer Nature B.V. 2018 |
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Abstract In this article, we examine how it is possible, in the teaching and learning of geometry, to bridge the gap between problems involving drawings and figures, which is essential to the learning of mathematical proof. More precisely, the way students’ drawing perception has to evolve, from Iconic Visualization to Non-Iconic Visualization (Duval, Annales de Didactique et de Sciences Cognitives, 10, 5–53, 2005). We show that the Instrumental Deconstruction process is multifaceted and central in this evolution. We present a theoretical framework, in relation with an experiment based on a 3D dynamic geometry environment. Based on a case study, we show that construction tasks with specific representations make the instrumental work play a key role in the learning of geometry. © Springer Nature B.V. 2018 |
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