Designing Digital Technologies and Learning Activities for Different Geometries

Jones, Keith; Mackrell, Kate; Stevenson, Ian

doi:10.1007/978-1-4419-0146-0_4

Cited by 9 publications

(7 citation statements)

References 14 publications

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“…Geometer's Sketchpad is a dynamic geometry software which was developed and has been widely used to enhance the understanding of geometric thinking in the mathematics classroom (Chew & Lim, 2013). Using GSP, a geometrical figure can be drawn on the computer screen; it can be 'dragged' in such a way that the geometrical relation of the construction is maintained while the figure is changing (Jones et al, 2009). On this notion, such geometrical software is known as dynamic.…”

Section: Utilisation Of Geometer's Sketchpad (Gsp) In Learning Environmentmentioning

confidence: 99%

Effects of Motivational Adaptive Instruction on Student Motivation Towards Mathematics in a Technology-Enhanced Learning Classroom

Wong

2021

CONT ED TECHNOLOGY

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This quasi-experimental study sought to investigate the effects of the motivational adaptive instruction on Malaysian students' motivation towards mathematics in a technology-enhanced learning classroom. Geometer's Sketchpad is used in the study to foster a technology-enhanced learning environment. The motivationally adaptive instructions were designed following the Attention, Relevance, Confidence, and Satisfaction (ARCS) motivational model. The study adopted a non-equivalent control group design with pre-and posttest with two weeks of treatments. Two intact Form Two classrooms were randomly assigned to an experimental group and a comparison group -each with 20 students. The findings showed that Malaysian students had a slightly above-average level of motivation towards mathematics. The ANCOVA results showed that the intervention did not significantly improve the experimental group's students' motivation towards mathematics learning, despite having their motivation mean scores improve from Time 1 to Time 2. The results also showed that motivation and mathematics performance were not strongly correlated for this group of students. The weak relationship between motivation and mathematics performance among Malaysian students may be explained by the culture and value of East Asian towards education, which is discussed in this paper.

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Section: Utilisation Of Geometer's Sketchpad (Gsp) In Learning Environmentmentioning

confidence: 99%

Effects of Motivational Adaptive Instruction on Student Motivation Towards Mathematics in a Technology-Enhanced Learning Classroom

Wong

2021

CONT ED TECHNOLOGY

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“…He holds graph, 2020). Autograph offers two-dimensional (2D) or three-dimensional (3D) environments and allows the user to see multiple representations (e.g., graphical, tabular or algebraic) of the same mathematical idea (Jones et al, 2010). We observed 11 lessons from George all with Year 13 students (aged 17-18 years) who were working towards the A-level (Advanced-level) examination in mathematics-a school-leaving and university admission qualification.…”

Section: George and His Documentation Work Towards Students' Preparation For The Examsmentioning

confidence: 99%

Scheming and Re-scheming: Secondary Mathematics Teachers’ Use and Re-use of Resources

Kayali

Biza

2021

Digit Exp Math Educ

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In this article, we examine secondary mathematics teachers’ work with resources using the Documentational Approach to Didactics lens. Specifically, we look at the resources and a teacher’s scheme of use (aims, rules of actions, operational invariants, and inferences) of these resources across a set of lessons (macro-level analysis) that aim towards students’ preparation for the examinations and how this use emerges in a set of three lessons on the same topic (micro-level analysis) as a response to contingent moments. We propose the terms scheming—a teacher’s emerging scheme of use related to the same set of resources used for the same aim—and re-scheming, namely, shifts in such scheming. Our analysis of lesson observations and the teacher’s reflections on his actions from a post-observation interview demonstrate the interplay between the stable characteristics of the scheme of use and the scheming and re-scheming in individual lessons. We conclude this article with a discussion on the methodological potential of using both macro- and micro-level analyses in the investigation of teachers’ use of resources.

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“…This topic is further addressed by Laborde and Laborde (2014), who see three dimensions of transformation in mathematics and mathematics education: an epistemological dimension, a cognitive dimension, and a didactic dimension. In a chapter of the 17th ICMI Study, Jones et al (2010) focus on the design of digital technologies for activities in Euclidean and non-Euclidean geometries and find that design decisions must take both the learner and the mathematical content into account.…”

Section: Interface Designmentioning

confidence: 99%

Recent research on geometry education: an ICME-13 survey team report

Sinclair

Bartolini

Villiers

et al. 2016

ZDM Mathematics Education

Self Cite

126

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This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span from the early years of learning (pre-school and primary school) through to post-compulsory education and to the issue of mathematics teacher education for geometry. These threads are as follows: developments and trends in the use of theories; advances in the understanding of visuo spatial reasoning; the use and role of diagrams and gestures; advances in the understanding of the role of digital technologies; advances in the understanding of the teaching and learning of definitions; advances in the understanding of the teaching and learning of the proving process; and, moving beyond traditional Euclidean approaches. Within each theme, we identify relevant research and also offer commentary on future directions.

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Designing Digital Technologies and Learning Activities for Different Geometries

Cited by 9 publications

References 14 publications

Effects of Motivational Adaptive Instruction on Student Motivation Towards Mathematics in a Technology-Enhanced Learning Classroom

Effects of Motivational Adaptive Instruction on Student Motivation Towards Mathematics in a Technology-Enhanced Learning Classroom

Scheming and Re-scheming: Secondary Mathematics Teachers’ Use and Re-use of Resources

Recent research on geometry education: an ICME-13 survey team report

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