Related Papers
Springer eBooks
Uses of Technology in Upper Secondary Mathematics Education
2016 •
Michal Tabach
Justifying Geometrical Generalizations in Elementary School Preservice Teacher Education
2019 •
João Ponte
This article is part of a teacher education experience implemented in Portugal with future teachers and educators of the 2nd year of a basic education degree, in which they have produced evidence of justifications of generalizations in a context of exploratory teaching. The study aims to understand how they justify generalizations about families of geometric figures. Data were collected by audio and video records and from the participants' written productions, focusing on arguments used to justify generalizations about families of figures. In the analysis, special attention was given to the kind of arguments, its generality degree, the difficulties expressed and the aspects that have promoted the learning of this process. The results show that the participants had some difficulties in building justifications, in part by the lack of understanding about the justification nature. Initially, they expressed difficulties with the study object (a family of figures instead of a unique f...
Journal of Educational Computing Research
Comparing ICT With Physical Manipulative Supported Learning of 3D Geometry in Elementary School
2021 •
Olivera J . Đokić
Since one of the main goals of teaching geometry is to provide students with the opportunity to develop spatial reasoning, it is important to find the most suitable support for learning 3D geometry in elementary school. This paper compares Information and Communication Technology (ICT) and physical manipulatives support, with the aim to answer if their use produces different effects on students’ spatial reasoning. The participants in the study were 74 4th graders (10–11 years old) who were assigned to two equal groups that attended a month of the experimental program. Group E-ICT learned with the ICT support and group E-MAN learned with physical manipulatives support. The results showed that there was no difference in students’ 3D geometry achievement regardless of the support that was used, and that both supports provided learning access for all students. According to our results, teaching geometry should be directed to the complementary use of physical manipulatives and ICT support, depending on the technological and software resources available to schools and teachers’ preference of the support. ICT can assist in achieving learning equity, but there is a need for a systematic development of the ICT sources that could be used as instructional manipulatives, their promotion, and the support for the teachers. Keywords manipulative, geometry, equity, spatial reasoning, elementary mathematics instruction
Michiel Doorman
2015 •
Janete Bolite Frant
Oxford, UK, July 2013 ISBN 978-2-7466-6554-5 ha l-0 08 34 05 4, v er sio n 3- 7 O ct
Task Design in Mathematics Education. Proceedings of ICMI Study 22
Laurinda Brown
ICMI Study 22:Task Design in Mathematics Education
Textbooks’ Design and Digital Resources
Birgit Pepin
Proceedings of the ICMI 19 Study 19 Conference: Proof and Proving in Mathematics Education, F-L. Lin, F-J. Hsieh, G. Hanna, & M. deVilliers ( Eds.), Vol. 2 (pp. 196-201). Department of Mathematics, National Taiwan Normal University, Taipei, Taiwan, May 2009.
Understanding the proof construction process, May 2009
ANNIE SELDEN
Through a design experiment we are investigating how advanced undergraduate and beginning graduate students learn and can be taught to construct proofs. This paper describes the experiment and some results arising from it, including: (1) A description of the formal-rhetorical part of proofs that, if emphasized early, functions as a kind of proving tool and appears to alleviate students’ confusion and contributes to an atmosphere of success; (2) a theoretical perspective that allows us to diagnose student difficulties and suggests remedies; and (3) an example that suggests these teaching methods work.
Mathematical problems: the advantages of visual strategies
2018 •
Isabel Vale
The rapid evolution of today's world requires that all students have access to an education that values creativity, critical thinking and problem solving. It means motivating students to use multiple strategies when solving a problem, including the visual ones as an important support in solving all kinds of problems, including those in which the visual component is not evident. So, teachers should include practices that lead students to think visually and develop this ability through experiences that require such way of thinking. In this context, we discuss the advantages of using visual strategies when solving problems with multiple approaches, illustrating those ideas with some examples.
Proceedings of the ICMI Study 19 …
The art of constructing a transparent p-proof (co-authored w. A. Malek)
2009 •
Nitsa Movshovitz-Hadar
9 •
Michela Maschietto
