Some implications of the results of a case study for the design of pre-constructed, dynamic geometry sketches and accompanying materials |
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| Authors: | MP Sinclair |
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| Institution: | (1) York University, Toronto, Ontario, Canada, 290 Manor Road, East, Toronto, Ontario, Canada, M4S 1S2 |
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| Abstract: | The study that informs this article was undertaken to investigate the benefits and limitations of using pre-constructed,web-based,
dynamic geometry sketches inactivities related to deductive proof at the secondary school level. Two distinct themes emerged
from analysis of the results– first, the relationship between the activities and the development of geometric thinking skills,
and second, the relationship between the design of the materials, and the exploration process. This article focuses on the
latter. An analysis of the data showed that task question and sketch provision must work together to create an environment
for exploration. It also indicated that explicit attention to visual interpretation and exploration using change is required
in order for students to benefit fully from their experiences with pre-constructed dynamic geometry sketches. This article
draws attention to the idea that pre-constructed dynamic sketches(whether web-based or not) and accompanying materials are
central elements of the learning activity of which they are a part,and therefore, that decisions about their design have the
potential to support or impede the development of exploration strategies and geometric thinking skills. An examination of
student responses to particular questions in light of visual and dynamic geometry research suggests that through the materials
we may be able to improve students' use of the mathematical investigation process in exploring pre-constructed dynamic geometry
sketches.
This revised version was published online in August 2006 with corrections to the Cover Date. |
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| Keywords: | dynamic geometry learning materials mathematics education pre-constructed sketch task design secondary school |
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