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Autor/inn/en | Pittalis, Marios; Drijvers, Paul |
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Titel | Embodied Instrumentation in a Dynamic Geometry Environment: Eleven-Year-Old Students' Dragging Schemes |
Quelle | In: Educational Studies in Mathematics, 113 (2023) 2, S.181-205 (25 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Pittalis, Marios) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0013-1954 |
DOI | 10.1007/s10649-023-10222-3 |
Schlagwörter | Mathematics Instruction; Educational Technology; Geometric Concepts; Geometry; Technology Uses in Education; Preadolescents; Tablet Computers; Learning Strategies Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Elementare Geometrie; Geometrie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Pre-adolescence; Präadoleszenz; Tablet computer; Tablet PC; Computer; Digitalrechner; Learning methode; Learning techniques; Lernmethode; Lernstrategie |
Abstract | Digital technologies for mathematics education are continuously developing. Still, much remains unknown about how students use these tools and how this affects learning. For example, tablets nowadays come with multi-touch options that allow for a more embodied approach to geometry education, compared to mouse interactions. However, little is known about how students use these opportunities to develop bodily-based conceptualizations of geometric concepts in a touch-based dynamic geometry environment (DGE). The aim of this study was to investigate students' dragging schemes from an embodied instrumentation perspective and to identify the types of embodied-dragging schemes that the students use, while transforming one type of parallelogram into another. Fifty-seven 11-year-old students worked on a task on transforming a given parallelogram into a rectangle and next into a square, using a tablet-enabled DGE. Results showed that students used three types of embodied dragging schemes: (a) action-perception dragging guided by perceived prototypical images of shapes, (b) sequentially-coordinated dragging based on initial perception and then utilizing the affordances of the artefacts, and (c) adaptive dragging, effectively integrating action-perception loops and geometrical properties. In schemes of types (b) and (c), geometric properties of the constructed shapes emerged and guided students' action-perception loops. As a conclusion, this description informs teachers, textbook authors, and designers of digital assessment on how to design student activities. From a theoretical perspective, the embodied instrumentation lens provided a fruitful approach to study student-tool interactions in geometry that does justice to the bodily foundations of mathematical cognition. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |