Visualización Y Análisis De Representaciones Geométricas = Visualization and Analysis of Geometric Representations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).

Autor/inn/en	Briseño-Miranda, César; Guzmán-Hernández, José
Titel	Visualización Y Análisis De Representaciones Geométricas = Visualization and Analysis of Geometric Representations [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (38th, Tucson, AZ, Nov 3-6, 2016).
Quelle	(2016), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch; spanisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Visualization; Geometric Concepts; Qualitative Research; Educational Technology; Technology Uses in Education; Conventional Instruction; Grade 11; Secondary School Mathematics; Teaching Methods; Comparative Analysis; High School Students; Foreign Countries; Problem Solving; Mexico + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Visualisation; Visualisierung; Elementare Geometrie; Qualitative Forschung; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 11; 11. Schuljahr; Schuljahr 11; Teaching method; Lehrmethode; Unterrichtsmethode; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausland; Problemlösen; Mexiko
Abstract	In this paper we report the results obtained when implementing Activities related to the visualization of geometric representations in paper-and-pencil and technological environments with students1 grade 11. This is a qualitative research supported by both the representation theory and the visualization of mathematical objects using technological aid. We discuss how the use of technology promotes learning mathematical concepts through the analysis of static and dynamic geometric figures. Our results show that the technological tool contributes to the visualization of geometric representations arisen from working with Activities; however, paper-and-pencil as a working tool becomes necessary to give rise to conjectures about the meaning of abstract concepts linked to these representations. [This paper is presented in both English and Spanish. For the complete proceedings, see ED583608.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01