Students’ Conceptions of Congruency Through the Use of Dynamic Geometry Software
Students’ Conceptions of Congruency Through the Use of Dynamic Geometry Software
复制标题
学生通过使用动态几何软件获得的全等概念
DOI：
10.1007/s10758-009-9152-z
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
P. Herbst
中科院分区：
文献类型：
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作者：
Gloriana González;P. Herbst
本文以美国几何课堂为背景，描述学生与动态图表的互动。学生使用Cabri Geometry中的拖拽工具和测量工具进行数学推测。使用概念cKⅱ模型的分析表明，在数学课堂中加入技术可以使学生的注意力从形状转移到属性上，从而保持一致性的概念。学生们还以一种新颖的方式与动态图表进行交互，我们称之为与图表交互的功能模式，将拖动图形时产生的输出和输入联系起来。学生通过话语和对图表的操作参与课堂互动，提供了使用动态几何软件中的工具学习的证据。
This paper describes students’ interactions with dynamic diagrams in the context of an American geometry class. Students used the dragging tool and the measuring tool in Cabri Geometry to make mathematical conjectures. The analysis, using the cK¢ model of conceptions, suggests that incorporating technology in mathematics classrooms enabled a measure-preserving conception of congruency with which students’ could shift focus from shapes to properties. Students also interacted with dynamic diagrams in a novel way, which we call the functional mode of interaction with diagrams, relating outputs and inputs that result when dragging a figure. Students’ participation in classroom interactions through discourse and through actions on diagrams provided evidence of learning using tools within dynamic geometry software.