The case of Cabri-géomètre: learning geometry in a computer based environment

Laborde, Colette; Laborde, Jean-Marie

doi:10.1007/978-0-387-34842-1_10

Cited by 39 publications

(45 citation statements)

References 4 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Some have risen and then fallen (like LOGO), because it was difficult to integrate them in a system that changes slowly. Other are now rising, like CABRI in the field of geometry (Laborde & Laborde, 1995) or DERIVE or MAPLE in the field of formal calculus. They offer interesting possibilities, but the development of new activities using these tools is not straightforward.…”

Section: Slow Rates Of Integration and Diversified Situationsmentioning

confidence: 99%

Information technology in French education: implications for teacher education

Baron

Bruillard

1997

Journal of Information Technology for Teacher Education

View full text Add to dashboard Cite

Section: Slow Rates Of Integration and Diversified Situationsmentioning

confidence: 99%

Information technology in French education: implications for teacher education

Baron

Bruillard

1997

Journal of Information Technology for Teacher Education

View full text Add to dashboard Cite

“…This illustrates the powerful affordances of 2D DGEs. For more on task design for 2D DGEs, see, for example, Garry (1997) and Laborde (1995;2001).…”

Section: Designing Learning Activities To Engage Students With Differmentioning

confidence: 99%

Designing Digital Technologies and Learning Activities for Different Geometries

Jones

Mackrell

Stevenson

2009

New ICMI Study Series

View full text Add to dashboard Cite

This chapter focuses on digital technologies and geometry education, a combination of topics that provides a suitable avenue for analysing closely the issues and challenges involved in designing and utilizing digital technologies for learning mathematics. In revealing these issues and challenges, the chapter examines the design of digital technologies and related forms of learning activities for a range of geometries, including Euclidean and co-ordinate geometries in two and three dimensions, and non-Euclidean geometries such as spherical, hyperbolic and fractal geometry. This analysis reveals the decisions that designers take when designing for different geometries on the flat computer screen. Such decisions are not only about the geometry but also about the learner in terms of supporting their perceptions of what are the key features of geometry.

show abstract

“…Computer modeling tools such as Model-It ™ are of this sort. Other examples include the powerful environments that have been developed for dynamic geometry (Geometer's Sketchpad ™ ; Jackiw, 2001; Cabri ™ ; Laborde & Laborde, 1995) and for biology (Genscope ™ and Biologica ™ ; Hickey, Kindfield, Horwitz, & Christie, 1999). The schema for this prototype is as follows:…”

Section: Prototypical Types Of Scaffolding Analysesmentioning

confidence: 99%

Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts

Sherin¹,

Reiser²,

Edelson³

2004

Journal of the Learning Sciences

View full text Add to dashboard Cite

The scaffolding metaphor was originally developed to describe the support given by a more expert individual in a one-on-one interaction. Since then, the notion of scaffolding has been applied more broadly, and it has been transformed and generalized. Most recently, it has been used by researchers in the learning sciences to describe features and functions of technological artifacts, especially those of educational software. In this article, we present an analytic framework that we believe can guide and systematize these new uses of the scaffolding metaphor. In this new framework, "scaffolds" are not features of artifacts or situations, nor is "scaffolding" something that may be occurring (or not) in a given situation that we observe. Rather, a scaffolding analysis is a kind of comparative analysis that we perform on learning interactions. Because this analysis is comparative, it always produces results that are relative to specific choices that we make in framing the comparative analysis. In this article, we present a theoretical argument for our proposed framework and illustrate the definition by applying it to two software environments.Just over a quarter century ago, the term scaffolding was introduced to psychology by Wood, Bruner, and Ross (1976). In that first incarnation, scaffolding was used to describe the support given by a more expert individual in one-on-one tutorial interactions. Since then, this term has been adopted by researchers that study learning and human interaction from diverse perspectives, and it has been transformed and generalized. Most recently, it has been used by researchers in the learning sciences when discussing features and functions of learning artifacts, especially those

show abstract

The case of Cabri-géomètre: learning geometry in a computer based environment

Cited by 39 publications

References 4 publications

Information technology in French education: implications for teacher education

Information technology in French education: implications for teacher education

Designing Digital Technologies and Learning Activities for Different Geometries

Scaffolding Analysis: Extending the Scaffolding Metaphor to Learning Artifacts

Contact Info

Product

Resources

About