Dimensions of conceptual knowledge and dynamic geometric constructions

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F60076658%3A12410%2F25%3A43910725" target="_blank" >RIV/60076658:12410/25:43910725 - isvavai.cz</a>

Výsledek na webu

<a href="https://hal.science/hal-05199708v1" target="_blank" >https://hal.science/hal-05199708v1</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Dimensions of conceptual knowledge and dynamic geometric constructions

Popis výsledku v původním jazyce

In this work, we focus on the kind of information on students’ conceptual knowledge that can be obtained using dynamic geometry constructions of quadrilaterals. We designed an assessment instrument based on dynamic geometric constructions created in the same way as traditional Euclidean constructions with a pencil, a ruler, and a compass. The constructions are supplemented by printed answer sheets in which various properties of quadrilaterals are listed and, when relevant, asked to be justified. We show how such an approach allowed us to distinguish different dimensions of conceptual knowledge, which we illustrate through authentic examples of students’ responses to the answer sheets. We also consider possible stimuli for the contribution to the development of students’ conceptual knowledge and, in general, to the teaching and learning of geometry.

Název v anglickém jazyce

Dimensions of conceptual knowledge and dynamic geometric constructions

Popis výsledku anglicky

In this work, we focus on the kind of information on students’ conceptual knowledge that can be obtained using dynamic geometry constructions of quadrilaterals. We designed an assessment instrument based on dynamic geometric constructions created in the same way as traditional Euclidean constructions with a pencil, a ruler, and a compass. The constructions are supplemented by printed answer sheets in which various properties of quadrilaterals are listed and, when relevant, asked to be justified. We show how such an approach allowed us to distinguish different dimensions of conceptual knowledge, which we illustrate through authentic examples of students’ responses to the answer sheets. We also consider possible stimuli for the contribution to the development of students’ conceptual knowledge and, in general, to the teaching and learning of geometry.

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

2025

Kód důvěrnosti údajů

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

Název statě ve sborníku

Proceedings of the Fourteenth Congress of the European Society for Research in Mathematics Education (CERME14).

ISBN

979-12-210-8655-3

ISSN

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e-ISSN

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Počet stran výsledku

8

Strana od-do

775-782

Název nakladatele

Free University of Bozen-Bolzano and ERME

Místo vydání

Bolzano

Místo konání akce

Bolzano, Itálie

Datum konání akce

3. 2. 2025

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

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