Abstract
This article reports on guidelines developed based on an extensive research litera-ture review investigating the potentials of dynamic geometry environments (DGEs) when the educational aim is to support students’ development of mathematical
reasoning competency. Four types of potentials were identified – feedback,drag-
ging, measuring, and tracing – and used in three dimensions of guidelines: students’ cognition, task design, and the role of the teacher. Using constructs from the Instru-mental approach, the Theory of semiotic mediation, and the van Hiele model of levels, affordances and guidelines are elaborated upon and their potentials for reasoning competency are analyzed.
reasoning competency. Four types of potentials were identified – feedback,drag-
ging, measuring, and tracing – and used in three dimensions of guidelines: students’ cognition, task design, and the role of the teacher. Using constructs from the Instru-mental approach, the Theory of semiotic mediation, and the van Hiele model of levels, affordances and guidelines are elaborated upon and their potentials for reasoning competency are analyzed.
| Original language | English |
|---|---|
| Pages (from-to) | 71–98 |
| Number of pages | 28 |
| Journal | Nordisk matematikkdidaktikk |
| Volume | 25 |
| Issue number | 2 |
| Publication status | Published - Jun 2020 |