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NOMAD 25(2), 2020
Guidelines for utilizing affordances of dynamic geometry environments to support development of reasoning competency
Ingi Heinesen Højsted
Abstract
This article reports on guidelines developed based on an extensive research literature review investigating the potentials of dynamic geometry environments (DGEs) when the educational aim is to support students’ development of mathematical reasoning competency. Four types of potentials were identified – feedback, dragging, measuring, and tracing – and used in three dimensions of guidelines: students’ cognition, task design, and the role of the teacher. Using constructs from the Instrumental approach, the Theory of semiotic mediation, and the van Hiele model of levels, affordances and guidelines are elaborated upon and their potentials for reasoning competency are analyzed.Ingi Heinesen Højsted
Ingi Heinesen Højsted is a PhD student at Danish School of Education, Aarhus University. His main interests include STEM education, mathematical competencies and teacher knowledge, particularly regarding primary and lower secondary school.Skapad: 2020-06-30 kl. 10:07
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NOMAD – 25(2), 2020
Volume 25, No 2, March 2020e-NOMAD
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