The construction of meanings for geometric construction: Two contrasting cases
Abstract Dynamic geometry software seems to offer new approaches to the teaching and learning of geometry. Interest has been particularly intense in Britain where geometry has almost disappeared from the curriculum. In this paper we draw on our experiences of using Logo with children and adult stude...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Pratt, Dave [verfasserIn] |
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| Format: |
Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
1997 |
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| Schlagwörter: |
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| Anmerkung: |
© Kluwer Academic Publishers 1997 |
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| Übergeordnetes Werk: |
Enthalten in: International journal of computers for mathematical learning - Springer Netherlands, 1996, 1(1997), 3 vom: Juli, Seite 293-322 |
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| Übergeordnetes Werk: |
volume:1 ; year:1997 ; number:3 ; month:07 ; pages:293-322 |
| Links: |
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| DOI / URN: |
10.1007/BF00182619 |
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| Katalog-ID: |
OLC2114220966 |
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10.1007/BF00182619 doi (DE-627)OLC2114220966 (DE-He213)BF00182619-p DE-627 ger DE-627 rakwb eng 510 VZ 17,1 ssgn Pratt, Dave verfasserin aut The construction of meanings for geometric construction: Two contrasting cases 1997 Text txt rdacontent ohne Hilfsmittel zu benutzen n rdamedia Band nc rdacarrier © Kluwer Academic Publishers 1997 Abstract Dynamic geometry software seems to offer new approaches to the teaching and learning of geometry. Interest has been particularly intense in Britain where geometry has almost disappeared from the curriculum. In this paper we draw on our experiences of using Logo with children and adult students as a way of thinking about the design of geometrical activities for young children who lack cultural support in this domain and who are at early stages of conceptual development. We explore how the nature of Cabri Geometry activities, in conjunction with previous connected experiences, may influence the construction of meaning for geometric construction. Line Segment Geometric Construction Initial Object Dynamic Geometry Software Perpendicular Bisector Ainley, Janet aut Enthalten in International journal of computers for mathematical learning Springer Netherlands, 1996 1(1997), 3 vom: Juli, Seite 293-322 (DE-627)214115437 (DE-600)1330736-8 (DE-576)07949742X 1382-3892 nnns volume:1 year:1997 number:3 month:07 pages:293-322 https://doi.org/10.1007/BF00182619 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_OLC SSG-OLC-MAT SSG-OPC-MAT GBV_ILN_40 GBV_ILN_147 GBV_ILN_4126 GBV_ILN_4310 AR 1 1997 3 07 293-322 |
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Abstract Dynamic geometry software seems to offer new approaches to the teaching and learning of geometry. Interest has been particularly intense in Britain where geometry has almost disappeared from the curriculum. In this paper we draw on our experiences of using Logo with children and adult students as a way of thinking about the design of geometrical activities for young children who lack cultural support in this domain and who are at early stages of conceptual development. We explore how the nature of Cabri Geometry activities, in conjunction with previous connected experiences, may influence the construction of meaning for geometric construction. © Kluwer Academic Publishers 1997 |
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Abstract Dynamic geometry software seems to offer new approaches to the teaching and learning of geometry. Interest has been particularly intense in Britain where geometry has almost disappeared from the curriculum. In this paper we draw on our experiences of using Logo with children and adult students as a way of thinking about the design of geometrical activities for young children who lack cultural support in this domain and who are at early stages of conceptual development. We explore how the nature of Cabri Geometry activities, in conjunction with previous connected experiences, may influence the construction of meaning for geometric construction. © Kluwer Academic Publishers 1997 |
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Abstract Dynamic geometry software seems to offer new approaches to the teaching and learning of geometry. Interest has been particularly intense in Britain where geometry has almost disappeared from the curriculum. In this paper we draw on our experiences of using Logo with children and adult students as a way of thinking about the design of geometrical activities for young children who lack cultural support in this domain and who are at early stages of conceptual development. We explore how the nature of Cabri Geometry activities, in conjunction with previous connected experiences, may influence the construction of meaning for geometric construction. © Kluwer Academic Publishers 1997 |
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<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">OLC2114220966</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230503074420.0</controlfield><controlfield tag="007">tu</controlfield><controlfield tag="008">230503s1997 xx ||||| 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/BF00182619</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)OLC2114220966</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-He213)BF00182619-p</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">510</subfield><subfield code="q">VZ</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">17,1</subfield><subfield code="2">ssgn</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Pratt, Dave</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">The construction of meanings for geometric construction: Two contrasting cases</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">1997</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">ohne Hilfsmittel zu benutzen</subfield><subfield code="b">n</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Band</subfield><subfield code="b">nc</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="500" ind1=" " ind2=" "><subfield code="a">© Kluwer Academic Publishers 1997</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract Dynamic geometry software seems to offer new approaches to the teaching and learning of geometry. 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We explore how the nature of Cabri Geometry activities, in conjunction with previous connected experiences, may influence the construction of meaning for geometric construction.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Line Segment</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Geometric Construction</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Initial Object</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Dynamic Geometry Software</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Perpendicular Bisector</subfield></datafield><datafield tag="700" ind1="1" ind2=" "><subfield code="a">Ainley, Janet</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of computers for mathematical learning</subfield><subfield code="d">Springer Netherlands, 1996</subfield><subfield code="g">1(1997), 3 vom: Juli, Seite 293-322</subfield><subfield code="w">(DE-627)214115437</subfield><subfield code="w">(DE-600)1330736-8</subfield><subfield code="w">(DE-576)07949742X</subfield><subfield code="x">1382-3892</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:1</subfield><subfield code="g">year:1997</subfield><subfield code="g">number:3</subfield><subfield code="g">month:07</subfield><subfield code="g">pages:293-322</subfield></datafield><datafield tag="856" ind1="4" ind2="1"><subfield code="u">https://doi.org/10.1007/BF00182619</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_OLC</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OLC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_147</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4126</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_4310</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">1</subfield><subfield code="j">1997</subfield><subfield code="e">3</subfield><subfield code="c">07</subfield><subfield code="h">293-322</subfield></datafield></record></collection>
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