Guidelines for utilizing affordances of dynamic geometry environments to support development of reasoning competency

Research output: Contribution to journalArticlepeer-review

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.
Original languageEnglish
Pages (from-to)71–98
Number of pages28
JournalNordisk matematikkdidaktikk
Volume25
Issue number2
Publication statusPublished - Jun 2020

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