scholarly journals On an analogy between spreadsheets and dynamic geometry environments

2008 ◽  
Vol 6 (2) ◽  
pp. 281-288
Author(s):  
Reinhard Oldenburg
Keyword(s):  
Dynamic Geometry ◽  
Dynamic Geometry Environments

Teacher’s Activity in Dynamic Geometry Environments

2013 ◽  
pp. 199-214
Author(s):  
Maha Abboud-Blanchard ◽  
Monique Chappet Paries
Keyword(s):  
Dynamic Geometry ◽  
Dynamic Geometry Environments

Technology Tips: Dynamic Geometry Environments: What's the Point?

1994 ◽  
Vol 87 (9) ◽  
pp. 716-717
Author(s):  
Celia Hoyles ◽  
Richard Noss
Keyword(s):  
Dynamic Geometry ◽  
Dynamic Geometry Environments

The September and October columns of this department described features of dynamic geometry environments. This month's column is concerned with the distinction between drawingand constructing in these environments, a theme that will be continued in later issues. Hoyles and Noss have devised a simple way, “messing up,” to make this distinction clearer for students.

GPS: From Folding to Dynamic Geometry Environments

2020 ◽  
Vol 113 (1) ◽  
pp. 92-94
Author(s):  
S. Asli Özgün-Koca ◽  
Matt Enlow
Keyword(s):  
Dynamic Geometry ◽  
First Grade ◽  
Dynamic Geometry Environments ◽  
Rigid Motions ◽  
Similarities And Differences ◽  
Problem Solvers

In this month's Growing Problem Solvers, we focused on supporting students' understanding of congruence and similarity through rigid motions and transformations. Initial understandings of congruence and similarity begin in first grade as students work with shapes in different perspectives and orientations and reflect on similarities and differences.

Virtual Miniature Golf

2015 ◽  
Vol 109 (2) ◽  
pp. 160
Author(s):  
Michael Todd Edwards ◽  
James Quinlan
Keyword(s):  
Real World ◽  
Dynamic Geometry ◽  
Classroom Activity ◽  
Modeling Tools ◽  
School Geometry ◽  
Dynamic Geometry Environments ◽  
Rigid Motions ◽  
Current Standards

Current standards place significant emphasis on transformations in school geometry: “Fundamental are the rigid motions: translations, rotations, reflections, and combinations of these,” and “dynamic geometry environments provide students with experimental and modeling tools that allow them to investigate geometric phenomena” (CCSSI, 2010, p. 74). With these aims in mind, we share a favorite classroom activity—virtual miniature golf. Building on the work of Coxford and Usiskin (1991) and Powell et al. (1994), this activity provides geometry students with a real-world context for exploring reflection and reflection composition in technology-rich settings.

scholarly journals Modelling of real-world problems is often the starting point for proof

Pythagoras ◽  
2004 ◽  
Vol 0 (60) ◽  
Author(s):  
Vimolan Mudaly
Keyword(s):  
South Africa ◽  
Real World ◽  
Dynamic Geometry ◽  
Ample Evidence ◽  
Starting Point ◽  
The World ◽  
Dynamic Geometry Environments ◽  
Modelling Process ◽  
Real World Problems

In this paper I claim that modelling should be seen as the first stage of the proving process. I discuss an experiment conducted with grade 10 (15 year old) learners in a small suburb in South Africa. There is little emphasis placed on modelling in our schools and it is just beginning to make an appearance in our new Outcomes Based Curriculum. The research shows that as a result of the modelling process learners felt the need to know why the result was true. There is ample evidence that a lot of work on a similar topic has been done elsewhere in the world, but not much has been done in South Africa. The research was conducted using Sketchpad as a mediating tool. This in itself was a difficult task because our learners have not really been exposed to dynamic geometry environments.

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