answers to gsp5 constructing perpendicular bisectors

Geometry in early years: sowing the seeds towards a mathematical definition of squares and rectangles. (Eds.), Explanation and proof in mathematics: philosophical and educational perspectives (pp. Historical artefacts, semiotic mediation and teaching proof. ZDM-The International Journal on Mathematics Education, 39(1), 63–71.īartolini Bussi, M. Semiotic mediation: fragments from a classroom experiment on the coordination of spatial perspectives. Cambridge: The MIT Press.īartolini Bussi, M. Woolgar (Eds.), Representation in scientific practice revisited (pp. Chalk: Materials and concepts in mathematics research. Grenoble: La Pensée Sauvage.īarany, M., & MacKenzie, D. Margolinas (Eds.), Balises pour la didactique des mathématiques (pp. cK¢ Modèle des connaissances pour le calcul de situation didactiques. IL, United States: Chicago.īalacheff, N., & Margolinas, C. Superfine (Eds.), Proceedings of the 35th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp.

cK¢, a model to reason on learners’ conceptions. International Journal of Computers for Mathematical Learning, 15(3), 225–253.īalacheff, N. Generating conjectures in dynamic geometry: the maintaining dragging model.

Reasoning by contradiction in dynamic geometry. Poland: Rzeszów.īaccaglini-Frank, A., Antonini, S., Leung, A., & Mariotti, M. Swoboda (Eds.), Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education (pp. Abduction in generating conjectures in dynamic geometry through maintaining dragging. African Journal of Research in Mathematics, Science and Technology Education, 15(2), 191–204.īaccaglini-Frank, A. The nature of geometry instruction and observed learning-outcomes opportunities in Nigerian and South African high schools. African Journal of Research in Science, Mathematics and Technology Education, 12(2), 47–66.Ītebe, H. “As soon as the four sides are all equal, then the angles must be 90°”. A cognitive analysis of dragging practices in Cabri environments. Berlin: Springer.Īrzarello, F., Olivero, F., Paola, D., & Robutti, O. De Villers (Eds.), Proof and Proving in Mathematics Education: The 19th ICMI Study (New ICMI Study Series) (pp. Experimental approach to theoretical thinking: Artefacts and proofs. Teaching Mathematics and its Applications, 33(1), 39–51.Īrzarello, F., Bartolini Bussi, M. Moving from dragging to touchscreen: geometrical learning with geometric dynamic software. Special Issue on Semiotics, Culture, and Mathematical Thinking, 9(1), 267–300.Īrzarello, F., Bairral, M. Revista Latinoamericana de Investigación en Matemática Educativa. International Journal of Science and Mathematics Education, 13(1), 179–200.Īrzarello, F. The effect of origami-based instruction on spatial visualization, geometry achievement, and geometric reasoning. Mathematical Thinking and Learning, 11(3), 158–176.Īrici, S., & Aslan-Tutak, F.

Children’s evolving understanding of polyhedra in the classroom. Washington: The Mathematical Association of America.Īmbrose, R., & Kenehan, G. Math Made Visual: Creating Images for Understanding Mathematics. ZDM-The International Journal on Mathematics Education, 43(3), 441–450.Īlsina, C., & Nelsen, R. A story-based dynamic geometry approach to improve attitudes toward geometry and geometric proof. Within each theme, we identify relevant research and also offer commentary on future directions.Ībdelfatah, H. These threads are as follows: developments and trends in the use of theories advances in the understanding of visuo spatial reasoning the use and role of diagrams and gestures advances in the understanding of the role of digital technologies advances in the understanding of the teaching and learning of definitions advances in the understanding of the teaching and learning of the proving process and, moving beyond traditional Euclidean approaches. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span from the early years of learning (pre-school and primary school) through to post-compulsory education and to the issue of mathematics teacher education for geometry. This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008.

Answers to gsp5 constructing perpendicular bisectors