Developing the Curriculum for Curves Using History and Technology Enhancing the Power of Historical Ideas Through the Use of Manipulative Representation Tools: Dynamic Geometry Software and LEGO Masami Isoda
Developing the Curriculum for Curves Using History and Technology Enhancing the Power of Historical Ideas Through the Use of Manipulative Representation Tools: Dynamic Geometry Software and LEGO Masami Isoda
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利用历史和技术开发曲线课程 通过使用操作性表示工具增强历史思想的力量：动态几何软件和乐高 Masami Isoda
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发表时间：
1998
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通讯作者：
M. Isoda
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作者：
M. Isoda
为了尝试通过技术整合几何、代数和微积分课程，重点讨论了技术在数学中的历史作用。历史向我们展示了技术对于概念变化的递归过程的重要性。大卫丹尼斯和杰雷康弗里通过比较数学课程与历史证明了集成的缺失循环。在二战中失败的日本综合课程试图使用工具，但由于当时没有合适的工具，不幸的是，它显示了工具的重要性。在本文中，为了连接这个循环，我展示了动态几何软件增强和实现笛卡尔的梦想。我还展示了历史工具和新技术如何出现隐藏在工具中的数学概念。通过讨论，提出了利用动态几何软件和乐高积木，通过技术手段整合几何、代数、微积分课程改革的新趋势。
For trying to integrate curriculum among geometry, algebra and calculus via technology, the historical roles of technology in mathematics was focused. History shows us the importance of technology for the recursive processes of conceptual changes. David Dennis and Jere Confrey have demonstrated the missing loop for integration by comparing mathematics curriculum with history. The Japanese integrated curriculum lost in World War II tried to use tools but unfortunately it shows the importance of tools because there were no appropriate tools at that time. In this paper, to connect the loop, I show that Dynamic Geometry Software enhances and realizes Descartes dream. I also demonstrate how historical tools and new technology emerge mathematical concepts hidden in tools. Through the discussion, I proposed the new trend of curriculum reform using Dynamic Geometry Software and LEGO for integrating geometry, algebra and calculus via technology.