scholarly journals Visualisation in geometry education as a tool for teaching with better understanding

2020 ◽  
Vol 18 (4) ◽  
pp. 337-346
Author(s):  
Ján Gunčaga ◽  
László Budai ◽  
Tibor Kenderessy
Keyword(s):  
Geometry Education

scholarly journals Use of theories and models in geometry education research: A critical review

2019 ◽  
Vol 24 (1) ◽  
pp. 43-54
Author(s):  
Shweta Sharma
Keyword(s):  
Education Research ◽  
Critical Review ◽  
Three Dimensional ◽  
Geometric Figure ◽  
Future Studies ◽  
Geometry Class ◽  
Mental Objects ◽  
Operational Capacity ◽  
Geometry Education ◽  
Figural Concepts

The aim of this article is to provide a critical review of the theories and the model used in the field of geometry education research. The article critically discusses van Hiele’s theory, Fischbein’s theory of figural concepts, Duval’ s theory of figural apprehension, the Spatial Operational Capacity (SOC) model by Wessels and van Niekerk, and the Sfard’s commognition theory. The van Hiele’s theory proposed a sequential order of development through which the learners construct their understanding of geometry concepts. Fischbein’ s theory of figural concepts suggested that a geometric figure is always comprised of a visible representation and a concept. Duval’s theory of figural apprehension underscored the heuristic value of a geometry figure for solving geometry problems. The SOC model by Wessels and van Niekerk emphasised the importance of instructional design incorporating a variety of physical and mental objects to work with to develop geometry concepts. Finally, the article discusses Sfard’s commognition theory that emphasises the communicative function of language in developing geometry concepts. There are two major concerns highlighted with respect to these theories and the model. Firstly, these theories and model emphasise the development of the two-dimensional geometry concepts, neglecting the development of the concepts of three-dimensional geometry. Secondly, these theories and the model fail to acknowledge the multilingual context of geometry class. The article aims to highlight the dearth of studies that explore the multilingual context of geometry class and calls for future studies in this direction.  

GeoGebra as a tool for visualisation in geometry education

2019 ◽  
pp. 169-176
Author(s):  
Ján Guncaga ◽  
László Budai ◽  
Tibor Kenderessy
Keyword(s):  
Mathematics Education ◽  
Secondary School ◽  
Secondary Level ◽  
Upper Secondary School ◽  
Geometric Concepts ◽  
Upper Secondary ◽  
Spatial Imagination ◽  
Support Students ◽  
Upper Secondary Level ◽  
Geometry Education

There are problems in geometry education in lower and upper secondary school, which students have with the spatial imagination and with the understanding of some geometric concepts. In this article, we want to present tasks that show some advantages of the software GeoGebra. We use this software as a tool to visualize and to explain some geometric concepts, as well as to support students’ spatial imagination. Classification: D30, G10. Keywords: space imagination, GeoGebra, mathematics education at lower and upper secondary level.

Computer Environments for Learning Geometry

1994 ◽  
Vol 10 (2) ◽  
pp. 173-197 ◽  
Author(s):  
Douglas H. Clements ◽  
Michael T. Battista
Keyword(s):  
Teaching Strategies ◽  
Comparative Media ◽  
Geometric Concepts ◽  
Media Research ◽  
Positive Results ◽  
Geometry Education ◽  
Computer Environments

Given their graphic capabilities, computers may facilitate the construction of geometric concepts. Comparative media research, however, reveals few differences between media; alterations in curricula or teaching strategies might also explain the positive results of many studies that compare computer to noncomputer media. Yet, there remain certain computer functions that non-computer media may not easily duplicate. This article reviews research to describe such functions of construction-oriented environments and to evaluate their unique contributions to students' learning of geometry. Implications for the design of geometric computer environments for geometry education are drawn.

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