ATHANASIOS GAGATSIS, BHARATH SRIRAMAN, ILIADA ELIA & MODESTINA MODESTOU
This study explores young children's strategies while transforming polygons, through the use of geometrical models. Data were collected from 291 children ranging from 4 to 8 years of age in Cyprus. Children were asked to draw a stairway of specific polygons, with each shape being bigger or smaller than its preceding one. Relationships between children's responses in the transformation tasks, their ability to recognize geometric shapes and their IQ level were investigated. Results showed that children used three alternative strategies in the transformation tasks. Children's IQ score was directly associated with their transformation strategies, while only a low recognition ability was associated with the use of a defective strategy.
I dette studium undersøges 4-8 årige børns strategier til transformation af trekanter, kvadrater og rektangler. Datamaterialet omfatter tegninger fra 291 cypriotiske børn, der har løst hver seks transformationsopgaver. Børnene blev bedt om at tegne serier af specifikke ligedannede polygoner af henholdsvis stigende og faldende størrelse. Sammenhænge mellem børenes transformationsstrategier, deres evne til genkendelse af de geo-metriske figurer og deres scorer i en IQ-test blev undersøgt statistisk. Resultaterne viser, at børnene bruger tre alternative strategier i transformationsopgaverne, at børnenes strategier er direkte forbundet med deres IQ-scorer, og at dårlig genkendelse af geometriske figurer har en sammenhæng med brugen af utilstrækkelige transformationsstrategier.
Athanasios Gagatsis is Professor of the Department of Education and Dean of the Faculty of Social Sciences and Education at the University of Cyprus. He received his Ph.D. in the Didactics of Mathematics from the Department of Mathematics at the University of Strasbourg, France. His research focuses on the cognitive development of mathematical concepts, with a particular emphasis on representations and on the History of Mathematics Education. He is the Chief Editor of the Mediterranean Journal for Research in Mathematics Education, and serves on the editorial board of several international scientific journals.
Bharath Sriraman is Associate Professor of Mathematics at the University of Montana, with an eclectic range of research interests. He works in the domains of Cognitive Science; Gifted and Talented Education; History and Philosophy of Mathematics and Science; Mathematics Education and Elementary Ergodic Theory. He received his PhD in Mathematical Sciences from the Department of Mathematics at Northern Illinois University, USA. Bharath is the Chief Editor of The Montana Mathematics Enthusiast and he also holds positions on the editorial boards of several international scientific journals.
Iliada Elia recently completed her Ph.D. on Mathematics Education at the University of Cyprus under the supervision of Professor Athanasios Gagatsis. She is currently a researcher and educational personnel of Mathematics Education at the University of Cyprus. Her research focuses on the role of representations in problem solving and the cognitive development of mathematical concepts, particularly the function concept.
Modestina Modestou is a Ph.D. candidate on Mathematics Education at the University of Cyprus currently working with Professor Athanasios Gagatsis. Her research focuses on proportional reasoning and the role of representations in the learning of mathematics.