Dragging as a Geometric Construction Tool: Continuity Considerations Inspired by Students’ Attempts

Barabash, Marita

doi:10.1007/s40751-019-0050-2

Cited by 3 publications

(2 citation statements)

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“…Geometrik inşa sürecinin sağladığı zorlu ortam, öğrencilerin geometriye karşı daha derin bir bakış açısı geliştirmelerine, düşünme ve akıl yürütme yeteneklerini geliştirmelerine (Stupel & Ben-Chaim, 2013) ve sadece geometri ile ilgili önceki bilgileri değil aynı zamanda üst düzey düşünme becerilerini de uygulamalarına alan sağlamaktadır (Lim, 1997). Ayrıca Barabash (2019), geometrik inşa etkinliklerinin farklı zorluk seviyelerine göre değiştirilebileceğini ve geometrik inşanın geometrik kavramların araştırılması için önemli bir kaynak sunduğunu vurgulamıştır. Geometrik inşanın bahsedilen faydaları ve uygulamaları nedeniyle bu çalışma için uygun bir matematiksel kavram olduğu öngörülmüştür.…”

Section: Türkçe Geni̇şleti̇lmi̇ş öZetunclassified

“…The challenging environment provided by geometric constructions leads students to develop a deeper point of view towards geometry, improve their thinking and reasoning abilities (Stupel & Ben-Chaim, 2013), and apply not only the previous knowledge about geometry but also higher order thinking skills (Lim, 1997). Moreover, Barabash (2019) emphasized that geometric construction tasks can be modified based on the different levels of difficulty and also geometric construction presents a substantial source for exploration of geometric concepts by considering various creative approaches. Due to the mentioned benefits and applications of geometric construction, it was anticipated that it is an appropriate mathematical concept for this study.…”

Section: Introductionmentioning

confidence: 99%

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Components of collective argumentation in geometric construction tasks

Demiray

Işıksal-Bostan

Saygı

2023

Turkish Journal of Education

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This study aims to examine the components of collective argumentation of pre-service middle school mathematics teachers during geometric construction activities. To scrutinize this issue, case study research was utilized. The participants were 14 pre-service middle school mathematics teachers who worked collectively by forming four groups. During the data collection process, the groups worked on four geometric construction tasks by using compass-straightedge or GeoGebra. The findings presented that the collective argumentation processes were depicted by means of eleven components. In more detail, the six components of Toulmin’s argument model which are data, warrant, claim, backing, rebuttal, and qualifier were insufficient to represent collective argumentation. Instead of claim, the term conclusion was used in this study since the associated data and warrant were provided in the argumentation. The collective argumentation processes of the groups involved not only the mentioned six components but also the five additional components, which were named conclusion/data, target conclusion, guidance, challenger, and objection. The new components might be used while investigating the argumentation process in other disciplines.

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Section: Türkçe Geni̇şleti̇lmi̇ş öZetunclassified

Section: Introductionmentioning

confidence: 99%

Components of collective argumentation in geometric construction tasks

Demiray

Işıksal-Bostan

Saygı

2023

Turkish Journal of Education

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Characterizing Learners’ Construction of Geometry Diagrams in Dynamic Geometry Environments

Yao

2022

International Journal for Technology in Mathematics Education

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As a distinct mode of mathematical representation and communication, geometry diagrams are both signs that represent abstract geometric concepts and visual images that offer graphical-spatial properties. Dynamic geometry environment offers a wide range of tools for its users to create and interact with geometry diagrams. In this paper, I propose a framework to characterize geometry diagrams that learners create in DGEs. The framework considers a learner’s approach to creating a geometry diagram (i.e., perceptualbased, measurement-based, construction-based, and transformation-based), the driving force that guides the learner’s specific actions in a DGE (i.e., tool-driven, and property-driven), and the constraints in the resulting diagram (i.e., drawing, underconstrained, overconstrained, and appropriately constrained). Examples of student work on two geometry construction problems are used to illustrate the use of the framework. These examples show that the proposed framework provides a useful tool to characterize geometry diagrams in DGEs.

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