Lower secondary school students reflecting their two-week experience with quadrilaterals and GeoGebra

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F23%3A43907645" target="_blank" >RIV/60076658:12410/23:43907645 - isvavai.cz</a>

Výsledek na webu

<a href="https://hal.science/CERME13/hal-04419384v1" target="_blank" >https://hal.science/CERME13/hal-04419384v1</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Lower secondary school students reflecting their two-week experience with quadrilaterals and GeoGebra

Popis výsledku v původním jazyce

In this paper, we introduce a two-week long dynamic-geometry based series of geometry lessons, and investigate how lower secondary school students reflected their experience with this kind of learning. For a class of 25 7th-grade students, the series served as a full-fledged alternative to standard lessons on quadrilaterals, so it covered all required learning objectives. At the end of the series, the students reflected their experience, and we provide a qualitative study of their reflections. The results show that students mainly reflected on geometric topics instead of on working in dynamic environments. It indicates that dynamic geometry can stand in the background and at the same time play an important role in geometry education.

Název v anglickém jazyce

Lower secondary school students reflecting their two-week experience with quadrilaterals and GeoGebra

Popis výsledku anglicky

In this paper, we introduce a two-week long dynamic-geometry based series of geometry lessons, and investigate how lower secondary school students reflected their experience with this kind of learning. For a class of 25 7th-grade students, the series served as a full-fledged alternative to standard lessons on quadrilaterals, so it covered all required learning objectives. At the end of the series, the students reflected their experience, and we provide a qualitative study of their reflections. The results show that students mainly reflected on geometric topics instead of on working in dynamic environments. It indicates that dynamic geometry can stand in the background and at the same time play an important role in geometry education.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2023

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

Proceedings of the Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13)

ISBN

978-963-7031-04-5

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

"829–836"

Název nakladatele

Alfréd Rényi Institute of Mathematics, Budapest, Hungary and ERME

Místo vydání

Neuveden

Místo konání akce

Budapest

Datum konání akce

10. 7. 2023

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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