Metodo

International Studies in Phenomenology and Philosophy

Series | Book | Chapter

194423

Constructing dynamic geometry

insights from a study of teaching practices in English schools

Kenneth Ruthven

pp. 521-540

Abstract

Any technology retains a degree of fluidity in its conception, shaped not just by its designers but by its subsequent users. This chapter applies this perspective to one form of software which has attracted particular attention in mathematics teaching: dynamic geometry. Drawing on a study conducted in professionally well-regarded mathematics departments in English secondary schools, the chapter sketches the wider curricular context, provides an overview of each of three contrasting cases of teaching practices making use of dynamic geometry, and presents cross-cutting themes through which these contrasts can be characterised. Critical variables include the degree to which teachers see student use of the software as promoting mathematically-disciplined interaction, analysis of apparent mathematical anomalies as supporting learning, and dragging as a means of focusing attention on continuous variation. The chapter concludes by discussing how teaching practices might productively be developed, and how such development might be supported by further research.

Publication details

Published in:

Kaiser Gabriele, Forgasz Helen, Graven Mellony, Kuzniak Alain, Simmt Elaine, Xu Binyan (2018) Invited lectures from the 13th international congress on mathematical education. Dordrecht, Springer.

Pages: 521-540

DOI: 10.1007/978-3-319-72170-5_29

Full citation:

Ruthven Kenneth (2018) „Constructing dynamic geometry: insights from a study of teaching practices in English schools“, In: G. Kaiser, H. Forgasz, M. Graven, A. Kuzniak, E. Simmt & B. Xu (eds.), Invited lectures from the 13th international congress on mathematical education, Dordrecht, Springer, 521–540.