The instrumental genesis process in future primary teachers using dynamic geometry software
Author
Ruiz-López, NataliaEntity
UAM. Departamento de Didácticas EspecíficasPublisher
Taylor and FrancisDate
2017-10-23Citation
10.1080/0020739X.2017.1377302
International Journal of Mathematical Education in Science and Technology 49.4 (2018): 481-500
ISSN
0020-739X (print); 1464-5211 (online)DOI
10.1080/0020739X.2017.1377302Editor's Version
https://doi.org/10.1080/0020739X.2017.1377302Subjects
DGS; GeoGebra; geometric competencies; instrumented activity; Teacher training; EducaciónNote
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 23rd Oct. 2017, available at: http://www.tandfonline.com/10.1080/0020739X.2017.1377302Rights
© 2017 Informa UK Limited, trading as Taylor & Francis GroupAbstract
This paper, which describes a study undertaken with pairs of future primary teachers using GeoGebra software to solve geometry problems, includes a brief literature review, the theoretical framework and methodology used. An analysis of the instrumental genesis process for a pair participating in the case study is also provided. This analysis addresses the techniques and types of dragging used, the obstacles to learning encountered, a description of the interaction between the pair and their interaction with the teacher, and the type of language used. Based on this analysis, possibilities and limitations of the instrumental genesis process are identified for the development of geometric competencies such as conjecture creation, property checking and problem researching. It is also suggested that the methodology used in the analysis of the problem solving process may be useful for those teachers and researchers who want to integrate Dynamic Geometry Software (DGS) in their classrooms
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