scholarly journals Report on the First Central- and Eastern European Conference on Computer Algebra- and Dynamic Geometry Systems in Mathematics Education, 20-23 June, 2007, Pécs, Hungary

2008 ◽  
Vol 6 (2) ◽  
pp. 409-413
Author(s):  
Csaba Sárvári ◽  
Zsolt Lavicza
Keyword(s):  
Mathematics Education ◽  
Computer Algebra ◽  
Dynamic Geometry ◽  
Eastern European ◽  
European Conference ◽  
Dynamic Geometry Systems

Dynamic Geometry Systems in Mathematics Education: Attitudes of Teachers

2015 ◽  
Vol 4 (4) ◽  
pp. 19-33
Author(s):  
Pavel Molnár ◽  
Stanislav Lukáč
Keyword(s):  
Mathematics Education ◽  
Mathematics Teachers ◽  
Mathematics Teaching ◽  
Dynamic Geometry ◽  
Software Systems ◽  
Teaching Process ◽  
School Practice ◽  
Integration Of Ict ◽  
Dynamic Geometry Systems ◽  
The Relationship

Abstract At present, the innovative trends in education are also often associated with the integration of ICT into the teaching process. The relationship between mathematics, teaching and computers are long-standing and complex. The actual practice of mathematics has changed its nature considerably because of the availability of powerful computers, both in the workplace and on researches’ desks. Several software systems are available for mathematics teachers, among which have dynamic geometry systems a significant presence. Although various forms of education for teachers are currently organized and teachers have at their disposal a variety of learning materials and ideas for teaching, it is questionable to what extent these factors are reflected in school practice. The article describes a survey which was aimed to assess the state of the use of dynamic geometry systems in mathematics teaching at elementary and secondary schools and to find out teachers’ views about suitability and possibilities of using it to improve mathematics education. The survey was conducted by questionnaire and subsequently also by interviews with teachers.

scholarly journals The Interpretative Flexibility, Instrumental Evolution, and Institutional Adoption of Mathematical Software in Educational Practice: The Examples of Computer Algebra and Dynamic Geometry

2008 ◽  
Vol 39 (4) ◽  
pp. 379-394 ◽  
Author(s):  
Kenneth Ruthven
Keyword(s):  
Computer Algebra ◽  
Mathematical Knowledge ◽  
New Technologies ◽  
Early Stage ◽  
Dynamic Geometry ◽  
Educational Practice ◽  
Explicit Recognition ◽  
Mathematical Techniques ◽  
Institutional Adoption ◽  
Interpretative Flexibility

This article examines three important facets of the incorporation of new technologies into educational practice, focusing on emergent usages of the mathematical tools of computer algebra and dynamic geometry. First, it illustrates the interpretative flexibility of these tools, highlighting important differences in ways of conceptualizing and employing them that reflect their appropriation to contrasting practices of mathematics teaching. Second, it examines the cultural process of instrumental evolution in which mathematical frameworks and teaching practices are adapted in response to new possibilities created by these tools, showing that such evolution remains at a relatively early stage. Third, it points to crucial prerequisites, at both classroom and systemic levels, for effective institutional adoption of such tools: explicit recognition of the interplay between the development of instrumental and mathematical knowledge, including the establishment of a recognized repertoire of tool-mediated mathematical techniques supported by appropriate discourses of explanation and justification.

scholarly journals Reasoning by contradiction in dynamic geometry

2013 ◽  
Vol 7 (2) ◽  
pp. 63-73
Author(s):  
Anna Baccaglini-Frank ◽  
Samuele Antonini ◽  
Allen Leung ◽  
Maria Alessandra Mariotti
Keyword(s):  
Dynamic Geometry ◽  
Proof By Contradiction ◽  
Dynamic Geometry Systems ◽  
Indirect Argument

This paper addresses contributions that dynamic geometry systems (DGSs) may give in reasoning by contradiction in geometry. We present analyses of three excerpts of students’ work and use the notion of pseudo object, elaborated from previous research, to show some specificities of DGS in constructing proof by contradiction. In particular, we support the claim that a DGS can offer guidance in the solver’s development of an indirect argument thanks to the potential it offers of both constructing certain properties robustly, and of helping the solver perceive pseudo objects.Razonamiento por contradicción en geometría dinámicaEste artículo aborda las contribuciones que los sistemas de geometría dinámica (DGSs) pueden dar al razonamiento por contradicción en geometría. Presentamos un análisis de tres extractos del trabajo de estudiantes y el uso de la noción de pseudo-objeto, elaborado a partir de investigaciones anteriores, para mostrar algunas especificidades del DGS en la construcción de pruebas por contradicción. En particular, afirmamos que un DGS puede orientar en el desarrollo de un argumento indirecto gracias a las posibilidades que ofrece tanto para construir sólidamente algunas propiedades como para ayudar a percibir los pseudoobjetos.Handle: http://hdl.handle.net/10481/22368Nº de citas en WOS (2017): 2 (Citas de 2º orden, 4)Nº de citas en SCOPUS (2017): 1 (Citas de 2º orden, 5)

scholarly journals An instrumental orchestration for online course at the university level

Apertura ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 22-37
Author(s):  
José Orozco-Santiago ◽  
◽  
Carlos Armando Cuevas-Vallejo ◽  
Keyword(s):  
Mathematics Education ◽  
Engineering Students ◽  
Dynamic Geometry ◽  
Dynamic Geometry Environment ◽  
Synchronous Mode ◽  
Instrumental Orchestration ◽  
Video And Audio ◽  
The University ◽  
Eigenvalue And Eigenvector ◽  
Online Mathematics

In this article, we present a proposal for instrumental orchestration that organizes the use of technological environments in online mathematics education, in the synchronous mode for the concepts of eigenvalue and eigenvector of a first linear algebra course with engineering students. We used the instrumental orchestration approach as a theoretical framework to plan and organize the artefacts involved in the environment (didactic configuration) and the ways in which they are implemented (exploitation modes). The activities were designed using interactive virtual didactic scenarios, in a dynamic geometry environment, guided exploration worksheets with video and audio recordings of the work of the students, individually or in pairs. The results obtained are presented and the orchestrations of a pedagogical sequence to introduce the concepts of eigenvalue and eigenvector are briefly discussed. This work allowed us to identify new instrumental orchestrations for online mathematics education.

Developing a math e-learning question specification for sharing questions between different systems

2019 ◽  
Vol 17 (3) ◽  
pp. 49-56
Author(s):  
Mitsuru Kawazoe ◽  
Kentaro Yoshitomi ◽  
Yasuyuki Nakamura ◽  
Tetsuo Fukui ◽  
Shizuka Shirai ◽  
...  
Keyword(s):  
Mathematics Education ◽  
Computer Algebra ◽  
Computer Algebra System ◽  
Learning Assessment ◽  
Authoring Tools ◽  
Common Base ◽  
Assessment Systems ◽  
E Learning

In recent years, e-assessment has become increasingly popular in mathematics education. However, there are several different systems, and hence, the contents need to be developed independently in each system. Sharing contents between different systems is important for the diffusion of math e-learning/assessment systems. This study focuses on sharing computational questions, which are the main contents in most systems. The structure of such questions seems essentially compatible between many systems. Based on this observation, a specification, namely mathematics e-learning question specification (MeLQS) is proposed and described as a common base for developing contents in computer-algebra-system-based mathematics e-learning/assessment systems. Furthermore, the development of authoring tools for MeLQS is reported.

scholarly journals Visualization of Functional Dependences in Dynamic Geometry Systems

2020 ◽  
pp. 93-112
Author(s):  
Vladimir Dubrovskii ◽  
Keyword(s):  
Teaching And Learning ◽  
Dynamic Geometry ◽  
Computer Models ◽  
School Mathematics ◽  
Geometer's Sketchpad ◽  
Geometric Transformations ◽  
Learning Functions ◽  
Dynamic Geometry Systems

We describe various methods of visualization of functions and geometric transformations encountered in school mathematics by means of the dynamic geometry systems such as MathKit, The Geometer’s Sketchpad, and GeoGebra and their usage scenarios in the spirit of modern trends in education. Novel opportunities for teaching and learning functions and their properties based on computer models are discussed. The focus is on specifically computerized interpretations of functions, in particular, the so-called dynagraphs, in which parallel axes of arguments and values are used, and the correspondence given by the function is found when the argument-point moves along its axis.

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