Pre-constructed dynamic geometry materials in the classroom – how do they facilitate the learning of ‘Similar Triangles’?
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Kin Keung Poon [1] ; Kwan Lam Wong [2]
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[1] Education University of Hong Kong
Education University of Hong Kong
RAE de Hong Kong (China)
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[2] HKUGA college
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 48, Nº. 5, 2017, págs. 735-755
- Idioma: inglés
- Texto completo no disponible (Saber más ...)
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Resumen
The use of dynamic geometry software (DGS) is becoming increasingly familiar among teachers, but letting students conduct inquiries using computers is still not a welcome idea. In addition to logistics and discipline concerns, many teachers believe that mathematics at the lower secondary level can be learned efficiently through practice alone. Thus, the application of DGS remains limited to demonstration and explanation. This article discusses how a set of pre-constructed dynamic geometry (DG) materials was designed to teach the ‘similar triangles’ concept. The reactions and behaviour of students with relatively low levels of mathematic achievement are also analysed. Finally, the potential value of pre-constructed DG materials, with lab sheets and teacher intervention, in inquiry activities for junior-level students is discussed.
