Learning with Touchscreen Devices: Game Strategies to Improve Geometric Thinking

Autor/inn/en	Soldano, Carlotta; Arzarello, Ferdinando
Titel	Learning with Touchscreen Devices: Game Strategies to Improve Geometric Thinking
Quelle	In: Mathematics Education Research Journal, 28 (2016) 1, S.9-30 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-015-0166-7
Schlagwörter	Teaching Methods; Mathematics Instruction; Learning Activities; Mathematical Logic; Inquiry; Educational Games; Geometric Concepts; Technology Uses in Education; Computer Software + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Lernaktivität; Mathematical logics; Mathematische Logik; Educational game; Lernspiel; Elementare Geometrie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The aim of this paper is to reflect on the importance of the students' game-strategic thinking during the development of mathematical activities. In particular, we hypothesise that this type of thinking helps students in the construction of logical links between concepts during the "argumentation phase" of the proving process. The theoretical background of our study lies in the works of J. Hintikka, a Finnish logician, who developed a new type of logic, based on game theory, called the logic of inquiry. In order to experiment with this new approach to the teaching and learning of mathematics, we have prepared five game-activities based on geometric theorems in which two players play against each other in a multi-touch dynamic geometric environment (DGE). In this paper, we present the design of the first game-activity and the relationship between it and the logic of inquiry. Then, adopting the theoretical framework of the instrumental genesis by Vérillon and Rabardel ("EJPE" 10: 77-101, 1995), we will present and analyse significant actions and dialogues developed by students while they are solving the game. We focus on the presence of a particular way of playing the game introduced by the students, the "reflected game", and highlight its functions for the development of the task. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01