Investigating how lower secondary school students reason about quadrilaterals emerging in dynamic constructions

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F62690094%3A18470%2F25%3A50020784" target="_blank" >RIV/62690094:18470/25:50020784 - isvavai.cz</a>

Nalezeny alternativní kódy

RIV/60076658:12410/25:43906569

Výsledek na webu

<a href="https://www.tandfonline.com/doi/full/10.1080/0020739X.2023.2255184" target="_blank" >https://www.tandfonline.com/doi/full/10.1080/0020739X.2023.2255184</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.1080/0020739X.2023.2255184" target="_blank" >10.1080/0020739X.2023.2255184</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Investigating how lower secondary school students reason about quadrilaterals emerging in dynamic constructions

Popis výsledku v původním jazyce

This contribution focuses on reasoning about quadrilaterals provided by lower secondary school students when working with pre-prepared dynamic constructions. On this topic, we present an exploratory empirical qualitative study carried out within a GeoGebra Classroom environment, and our diagnostic instrument consists of a set of dynamic constructions of quadrilaterals that are based just on a composition of lines and circles. The dynamic constructions consist of the same construction steps as with a straightedge and a compass on paper, without any relational or measurement information provided by the software. The hierarchy in the dynamic constructions is tied to properties of diagonals and takes on various levels and structure (one level, two consecutive levels, two parallel pairs of consecutive levels). For each of the constructions, the participants of the study reasoned which shapes could be found in the construction and why. Various levels of reasoning as well as various levels of students&apos; understanding of quadrilaterals appeared in data. The findings indicate that, at least for the lower secondary school students, the combination of dynamic manipulations and geometric constructions could form a significant space for scaffolding the identification of the features of quadrilaterals and the comprehension of the inclusive relations between them.

Název v anglickém jazyce

Investigating how lower secondary school students reason about quadrilaterals emerging in dynamic constructions

Popis výsledku anglicky

This contribution focuses on reasoning about quadrilaterals provided by lower secondary school students when working with pre-prepared dynamic constructions. On this topic, we present an exploratory empirical qualitative study carried out within a GeoGebra Classroom environment, and our diagnostic instrument consists of a set of dynamic constructions of quadrilaterals that are based just on a composition of lines and circles. The dynamic constructions consist of the same construction steps as with a straightedge and a compass on paper, without any relational or measurement information provided by the software. The hierarchy in the dynamic constructions is tied to properties of diagonals and takes on various levels and structure (one level, two consecutive levels, two parallel pairs of consecutive levels). For each of the constructions, the participants of the study reasoned which shapes could be found in the construction and why. Various levels of reasoning as well as various levels of students&apos; understanding of quadrilaterals appeared in data. The findings indicate that, at least for the lower secondary school students, the combination of dynamic manipulations and geometric constructions could form a significant space for scaffolding the identification of the features of quadrilaterals and the comprehension of the inclusive relations between them.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

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

Projekt

—

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 periodika

International Journal of Mathematical Education in Science and Technology

ISSN

0020-739X

e-ISSN

1464-5211

Svazek periodika

56

Číslo periodika v rámci svazku

3

Stát vydavatele periodika

GB - Spojené království Velké Británie a Severního Irska

Počet stran výsledku

20

Strana od-do

495-514

Kód UT WoS článku

001069442300001

EID výsledku v databázi Scopus

2-s2.0-86000380725