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, A., & Lee, A. (2013). Students’ geometrical perception on a task-based dynamic geometry platform. Educational Studies in Mathematics, 82 (3), 361-377. https://doi.org/10.1007/s10649-012-9433-7