Teachers Reporting on Dynamic Geometry Utilization Related to Reasoning Competency in Danish Lower Secondary School

Højsted, Ingi Heinesen

doi:10.1007/s40751-020-00059-3

Cited by 6 publications

(2 citation statements)

References 17 publications

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“…Despite the limitations of this study, one implication of our research in relation to teaching is that teachers may encourage students to capitalise on each affordance of a digital and a physical tool rather than using one tool in isolation, such as simply considering a DGE as solely a substitute for paper-and-pencil work (Højsted 2020). For instance, after using a DGE for conjecture generation, teachers may invite students to engage in paper-and-pencil work should the students face difficulties in proving their conjectures.…”

Section: Resultsmentioning

confidence: 99%

Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving

Komatsu

Jones

2020

Digit Exp Math Educ

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Digital tools have a potential to change significantly the form of mathematical learning taking place in classrooms, with research pointing to various affordances in comparison with physical tools such as paper-and-pencil environments. Nevertheless, there is a scarcity of research that has examined in-depth the interrelated roles these two types of tools fulfil in mathematics learning. This issue of interrelated roles is important because, when digital tools are incorporated into classrooms, students usually also have notebooks and worksheets within which they carry out actions complementary to their use of digital tools. In this article, we focus on the use of dynamic geometry environments (DGEs) in conjecturing and proving, and, in particular, we examine the interplay between students' paper-and-pencil activity and their use of a DGE during the producing and proving of a generalisation of a statement. We analyse a series of lessons involving secondary school students (aged 14-15, Grade 9) and show that, while DGE use supported the students in generalising a statement, they were initially unable to prove the generalisation while using the DGE, but subsequently succeeded through their paper-and-pencil activity. Our research illustrates the affordance of paper-andpencil environments to support students in working on different representations, and thus highlights how the interplay between paper-and-pencil activity and DGE use can be important for the progress of conjecturing and proving. We also show the roles taken by the teacher in supporting the students' work, and point to the need for further research into the back-and-forth use of digital and physical tools. Keywords Digital tool. Physical tool. Dynamic geometry environment. Paper-and-pencil activity. Generalisation and proof. Teacher role It is now well known that digital tools provide relative affordances in comparison with those provided by physical tools, such as paper-and-pencil environments and concrete

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Section: Resultsmentioning

confidence: 99%

Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving

Komatsu

Jones

2020

Digit Exp Math Educ

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“…Tabel 1. Matemaatikapädevuse dimensioonid (Johanson et al, 2021) Højsted, 2021;Jones, 2000;Leung, 2015). Ilma mate maatiliste protseduurideta ei saa matemaatikast rääkida ning siin on küsi museks pigem protseduuriliste ja kontseptuaalsete teadmiste vahekord (nt Haapasalo & Kadijevich, 2000;Voutsina, 2012).…”

Section: Teoreetiline Taustunclassified

Dimensions of mathematical competence and its assessment in basic school

Johanson,

Pedaste,

Baucal

2023

EHA

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Siinse uuringu eesmärgid on matemaatikapädevust hindavate testide arendamine, matemaatikapädevuse empiiriliselt eristatavate dimensioonide kirjeldamine ja matemaatikapädevuse hindamise tulemuste tutvustamine DigiEfekti projekti valimi näitel Eesti 3., 6. ja 9. klassides, tuginedes Rootsis välja töötatud matemaatikapädevuse uurimise raamistikule (MCRF, Lithner et al., 2010), mida täpsustati uurijate poolt Eesti kontekstis (Johanson et al., 2021). Uuringust selgus, et loodud testid on kõrge reliaablusega ning võimaldavad nii kolmandates, kuuendates kui ka üheksandates klassides eristada viit matemaatikapädevuse dimensiooni. Dimensioonide eristamiseks loodud faktormudeleid iseloomustavad head sobitusastme näitajad, kuid faktorite vahelised korrelatsioonid on suhteliselt tugevad. Vastavalt empiirilist kinnitust leidnud mudelitele osutusid kõigis vaadeldud koolistmetes kõige keerulisemateks ülesanneteks kommunikatsioonipädevust ja arutluspädevust hindavad ülesanded ning kõige paremini lahendati protseduurilist pädevust ja esituspädevust kirjeldavaid ülesandeid. Summary

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Revisiting Theories That Frame Research on Teaching Mathematics with Digital Technology

Sinclair

Haspékian

Robutti

et al. 2022

Mathematics Education in the Digital Era

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Teachers Reporting on Dynamic Geometry Utilization Related to Reasoning Competency in Danish Lower Secondary School

Cited by 6 publications

References 17 publications

Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving

Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving

Dimensions of mathematical competence and its assessment in basic school

Revisiting Theories That Frame Research on Teaching Mathematics with Digital Technology

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