Learning Dynamic Geometry: Implementing Rotations
This paper presents research in which we observed students of various ages and ability levels solving problems by using several pieces of software for solid geometry with different user interfaces. We evaluated the influence of the software on students’ learning, ways of reasoning, and the kind of mental images generated.
KeywordsAmid Straw Pyramid Metaphor
Unable to display preview. Download preview PDF.
- Brousseau, G. (1986) Fondements et méthodes de la didactique des mathématiques, Recherches en Didactique des Mathématiques, 7/2, 33–116Google Scholar
- Dreams of the Phoenix (1986) Phoenix 3D, Jacksonville, FL: Dreams of the Phoenix, Inc.Google Scholar
- Gutiérrez, A. (1994) The aspect of polyhedra as a factor influencing the students’ ability for rotating them, in A. Batturo (ed.) New Directions in Research on Geometry and Visual Thinking, Brisbane, Australia: Queensland University of TechnologyGoogle Scholar
- Gutiérrez, A. and Jaime, A. (1993) An analysis of the students’ use of mental images when making or imagining movements of polyhedra, in I. Hirabayashi et al. (eds.) Proceedings of the 17th International Conference for the Psychology of Mathematics Education, 2, 153–160, Tsukuba, Japan: University of TsukubaGoogle Scholar
- Hoffer, A. (1993) 3D Images, Acton, MA: W.K. BradfordGoogle Scholar
- Krutetskii, V.A. (1976) The Psychology of Mathematical Abilities in School Children, Chicago, IL: University of Chicago PressGoogle Scholar
- Presmeg, N.C. (1985) The role of visually mediated processes in high school mathematics: A classroom investigation, unpublished PhD dissertationGoogle Scholar
- Presmeg, N.C. (1986) Visualization in high school mathematics, For the Learning of Mathematics, 6/3, 42–46Google Scholar