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] Ainley, Janet [verfasserIn] |
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| Format: |
E-Artikel |
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| Sprache: |
Englisch |
| Erschienen: |
1997 |
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| Schlagwörter: |
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| Übergeordnetes Werk: |
Enthalten in: International journal of computers for mathematical learning - Dordrecht [u.a.] : Springer Science + Business Media B.V., 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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SPR013046306 |
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| 520 | |a 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. | ||
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10.1007/BF00182619 doi (DE-627)SPR013046306 (SPR)BF00182619-e DE-627 ger DE-627 rakwb eng 510 ASE 31.04 bkl 81.68 bkl Pratt, Dave verfasserin aut The construction of meanings for geometric construction: Two contrasting cases 1997 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (dpeaa)DE-He213 Geometric Construction (dpeaa)DE-He213 Initial Object (dpeaa)DE-He213 Dynamic Geometry Software (dpeaa)DE-He213 Perpendicular Bisector (dpeaa)DE-He213 Ainley, Janet verfasserin aut Enthalten in International journal of computers for mathematical learning Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 1(1997), 3 vom: Juli, Seite 293-322 (DE-627)320441733 (DE-600)2005006-9 1573-1766 nnns volume:1 year:1997 number:3 month:07 pages:293-322 https://dx.doi.org/10.1007/BF00182619 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2808 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 31.04 ASE 81.68 ASE AR 1 1997 3 07 293-322 |
| spelling |
10.1007/BF00182619 doi (DE-627)SPR013046306 (SPR)BF00182619-e DE-627 ger DE-627 rakwb eng 510 ASE 31.04 bkl 81.68 bkl Pratt, Dave verfasserin aut The construction of meanings for geometric construction: Two contrasting cases 1997 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (dpeaa)DE-He213 Geometric Construction (dpeaa)DE-He213 Initial Object (dpeaa)DE-He213 Dynamic Geometry Software (dpeaa)DE-He213 Perpendicular Bisector (dpeaa)DE-He213 Ainley, Janet verfasserin aut Enthalten in International journal of computers for mathematical learning Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 1(1997), 3 vom: Juli, Seite 293-322 (DE-627)320441733 (DE-600)2005006-9 1573-1766 nnns volume:1 year:1997 number:3 month:07 pages:293-322 https://dx.doi.org/10.1007/BF00182619 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2808 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 31.04 ASE 81.68 ASE AR 1 1997 3 07 293-322 |
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10.1007/BF00182619 doi (DE-627)SPR013046306 (SPR)BF00182619-e DE-627 ger DE-627 rakwb eng 510 ASE 31.04 bkl 81.68 bkl Pratt, Dave verfasserin aut The construction of meanings for geometric construction: Two contrasting cases 1997 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier 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 (dpeaa)DE-He213 Geometric Construction (dpeaa)DE-He213 Initial Object (dpeaa)DE-He213 Dynamic Geometry Software (dpeaa)DE-He213 Perpendicular Bisector (dpeaa)DE-He213 Ainley, Janet verfasserin aut Enthalten in International journal of computers for mathematical learning Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 1(1997), 3 vom: Juli, Seite 293-322 (DE-627)320441733 (DE-600)2005006-9 1573-1766 nnns volume:1 year:1997 number:3 month:07 pages:293-322 https://dx.doi.org/10.1007/BF00182619 lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_11 GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_110 GBV_ILN_120 GBV_ILN_121 GBV_ILN_138 GBV_ILN_151 GBV_ILN_152 GBV_ILN_161 GBV_ILN_170 GBV_ILN_171 GBV_ILN_187 GBV_ILN_206 GBV_ILN_213 GBV_ILN_224 GBV_ILN_230 GBV_ILN_250 GBV_ILN_266 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_374 GBV_ILN_602 GBV_ILN_636 GBV_ILN_647 GBV_ILN_702 GBV_ILN_2001 GBV_ILN_2003 GBV_ILN_2004 GBV_ILN_2005 GBV_ILN_2006 GBV_ILN_2007 GBV_ILN_2008 GBV_ILN_2009 GBV_ILN_2010 GBV_ILN_2011 GBV_ILN_2014 GBV_ILN_2015 GBV_ILN_2018 GBV_ILN_2020 GBV_ILN_2021 GBV_ILN_2025 GBV_ILN_2026 GBV_ILN_2027 GBV_ILN_2031 GBV_ILN_2034 GBV_ILN_2037 GBV_ILN_2038 GBV_ILN_2039 GBV_ILN_2043 GBV_ILN_2044 GBV_ILN_2048 GBV_ILN_2049 GBV_ILN_2050 GBV_ILN_2055 GBV_ILN_2056 GBV_ILN_2057 GBV_ILN_2059 GBV_ILN_2061 GBV_ILN_2064 GBV_ILN_2065 GBV_ILN_2068 GBV_ILN_2088 GBV_ILN_2093 GBV_ILN_2106 GBV_ILN_2107 GBV_ILN_2108 GBV_ILN_2110 GBV_ILN_2111 GBV_ILN_2112 GBV_ILN_2113 GBV_ILN_2116 GBV_ILN_2118 GBV_ILN_2119 GBV_ILN_2122 GBV_ILN_2129 GBV_ILN_2143 GBV_ILN_2144 GBV_ILN_2147 GBV_ILN_2148 GBV_ILN_2152 GBV_ILN_2153 GBV_ILN_2158 GBV_ILN_2188 GBV_ILN_2190 GBV_ILN_2193 GBV_ILN_2232 GBV_ILN_2336 GBV_ILN_2446 GBV_ILN_2470 GBV_ILN_2472 GBV_ILN_2507 GBV_ILN_2522 GBV_ILN_2548 GBV_ILN_2808 GBV_ILN_4012 GBV_ILN_4035 GBV_ILN_4037 GBV_ILN_4046 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4242 GBV_ILN_4246 GBV_ILN_4249 GBV_ILN_4251 GBV_ILN_4277 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4326 GBV_ILN_4328 GBV_ILN_4333 GBV_ILN_4334 GBV_ILN_4335 GBV_ILN_4336 GBV_ILN_4338 GBV_ILN_4346 GBV_ILN_4367 GBV_ILN_4393 GBV_ILN_4700 GBV_ILN_4753 31.04 ASE 81.68 ASE AR 1 1997 3 07 293-322 |
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International journal of computers for mathematical learning |
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Pratt, Dave @@aut@@ Ainley, Janet @@aut@@ |
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Pratt, Dave |
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Pratt, Dave ddc 510 bkl 31.04 bkl 81.68 misc Line Segment misc Geometric Construction misc Initial Object misc Dynamic Geometry Software misc Perpendicular Bisector The construction of meanings for geometric construction: Two contrasting cases |
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510 ASE 31.04 bkl 81.68 bkl The construction of meanings for geometric construction: Two contrasting cases Line Segment (dpeaa)DE-He213 Geometric Construction (dpeaa)DE-He213 Initial Object (dpeaa)DE-He213 Dynamic Geometry Software (dpeaa)DE-He213 Perpendicular Bisector (dpeaa)DE-He213 |
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ddc 510 bkl 31.04 bkl 81.68 misc Line Segment misc Geometric Construction misc Initial Object misc Dynamic Geometry Software misc Perpendicular Bisector |
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ddc 510 bkl 31.04 bkl 81.68 misc Line Segment misc Geometric Construction misc Initial Object misc Dynamic Geometry Software misc Perpendicular Bisector |
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ddc 510 bkl 31.04 bkl 81.68 misc Line Segment misc Geometric Construction misc Initial Object misc Dynamic Geometry Software misc Perpendicular Bisector |
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The construction of meanings for geometric construction: Two contrasting cases |
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construction of meanings for geometric construction: two contrasting cases |
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The construction of meanings for geometric construction: Two contrasting cases |
| abstract |
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. |
| abstractGer |
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. |
| abstract_unstemmed |
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. |
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The construction of meanings for geometric construction: Two contrasting cases |
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Ainley, Janet |
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| score |
7.399131 |