Document Type

Journal Article

Department/Unit

Department of Education Studies

Title

Students’ geometrical perception on a task-based dynamic geometry platform

Language

English

Abstract

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.

Keywords

Dynamic geometry, Example space, Geometrical perception, Variation

Publication Date

2013

Source Publication Title

Educational Studies in Mathematics

Volume

82

Issue

3

Start Page

361

End Page

377

Publisher

Springer Verlag

DOI

10.1007/s10649-012-9433-7

Link to Publisher's Edition

http://dx.doi.org/10.1007/s10649-012-9433-7

ISSN (print)

00131954

ISSN (electronic)

15730816

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