Department of Education Studies
Students’ geometrical perception on a task-based dynamic geometry platform
This paper describes a task-based dynamic geometry platform that is able to record student responses in a collective fashion to pre-designed dragging tasks. The platform provides a new type of data and opens up a quantitative dimension to interpret students' geometrical perception in dynamic geometry environments. The platform is capable of generating a collective image map of student geometrical perceptions for a pre-designed dragging task. This map is interpreted as students' qualitatively different ways of perceiving a geometrical phenomenon under the drag mode, ways which are quantified and categorized in a collective way. The idea of task perceptual landscape is proposed to facilitate discussion on the pedagogical significance of this platform. Specifically, a task case is presented and analysed in which a methodology is developed that provides a way to classify students' geometrical perceptions with respect to the task. The task perceptual landscape is interpreted as a collective example space of student perception of a task. Furthermore, an idea of personal example space is developed through the findings from a qualitative study for the same task. This brings about discussion on possible pedagogical correlation between the quantitative and qualitative aspects of the platform. © 2012 Springer Science+Business Media B.V.
Dynamic geometry, Example space, Geometrical perception, Variation
Source Publication Title
Educational Studies in Mathematics
Link to Publisher's Edition
Leung, Allen, and Arthur Man Sang Lee. "Students’ geometrical perception on a task-based dynamic geometry platform." Educational Studies in Mathematics 82.3 (2013): 361-377.