Developing Primary School Students' Formal Geometric Definitions Knowledge by Connecting Origami and Technology

Autor/inn/en	Natalija, Budinski; Lavicza, Zsolt; Fenyvesi, Kristof; Milinkovic, Dragica
Titel	Developing Primary School Students' Formal Geometric Definitions Knowledge by Connecting Origami and Technology
Quelle	In: International Electronic Journal of Mathematics Education, 15 (2020) 2, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Grade 5; Elementary School Students; Elementary School Mathematics; Geometry; Geometric Concepts; Manipulative Materials; Educational Technology; Computer Software; Technology Uses in Education; Teaching Methods; Foreign Countries; Serbia + Suchen Sie Ihr Suchwort? School year 05; 5. Schuljahr; Schuljahr 05; Elementare Mathematik; Schulmathematik; Geometrie; Elementare Geometrie; Hilfsmittel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Serbien
Abstract	In this paper, we present opportunities with the uses of origami and technology, in our case GeoGebra, in teaching formal geometric definitions for fifth-grade primary school students (11-12yrs). Applying origami in mathematical lessons is becoming to be recognized as a valuable tool for improving students' mathematical knowledge. In previous studies, we developed origami and technology activities for high-school mathematics, but we wanted to explore if such approach would work in primary school as well. For this reason, we chose a flat origami model ?f the crane and we used this model to introduce students to basic geometrical notions and definitions, such as points, lines, intersections of lines and angles. To complement mathematical ideas from paper folding we also employed mathematical software GeoGebra, to further ideas and extend students' mathematical toolkits. However, to be able to use software, students would already need basic conceptions of geometric definitions and then the use of the software clearly add to solidifying their knowledge. We believe that the combination hands-on activities and technology could contribute to discovery learning and enhancing students' understanding of geometric definitions and operations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01