Fingers-on Geometry: The Emergence of Symmetry in a Primary School Classroom with Multi-touch Dynamic Geometry
In this chapter, we describe a research project with first grade children using a multi-touch dynamic geometry sketch. We approach our analysis through the lens of inclusive materialism (de Freitas & Sinclair, 2014), which considers the intra-actions involved in the child-device-geometry assemblages and thus to the way in which new mathematical ideas emerge in this assemblage. Drawing on the design experimentation methodology (de Freitas, 2016), we analyse the assemblage in order to study how concepts such as symmetry arise. We therefore seek to investigate the way digital technology can become a device for producing new concepts. We focus particularly on how the multi-touch environment, in which geometry objects can be continuously dragged with fingers, occasions new gestures and body motions that provide the basis for emerging geometrical ideas.
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