Details
| Originalsprache | Englisch |
|---|---|
| Seiten (von - bis) | 361-370 |
| Seitenumfang | 10 |
| Fachzeitschrift | ZDM - International Journal on Mathematics Education |
| Jahrgang | 37 |
| Ausgabenummer | 5 |
| Publikationsstatus | Veröffentlicht - 2005 |
| Extern publiziert | Ja |
Abstract
New technology requires as well as supports the necessity to raise the level of geometric thinking. Freudenthals view of van Hiele's theory corroborates a dynamic multi-level curriculum that offers material support for higher levels. For levels higher than 2, the dynamic locus capability of Dynamic Geometry software is crucial, e.g. in the study of loci of orthocentres and incentres. Discrepancies between their algebraic and geometric descriptions can motivate a deeper involvement with basic curve theory on the side of the teacher, who thereby can predict in which cases the students may succeed in restructuring the construction to overcome the discordance.
ASJC Scopus Sachgebiete
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
- Mathematik (insg.)
- Allgemeine Mathematik
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in: ZDM - International Journal on Mathematics Education, Jahrgang 37, Nr. 5, 2005, S. 361-370.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
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TY - JOUR
T1 - Connecting arguments to actions - dynamic geometry as means for the attainment of higher van hiele levels
AU - Gawlick, Thomas
PY - 2005
Y1 - 2005
N2 - New technology requires as well as supports the necessity to raise the level of geometric thinking. Freudenthals view of van Hiele's theory corroborates a dynamic multi-level curriculum that offers material support for higher levels. For levels higher than 2, the dynamic locus capability of Dynamic Geometry software is crucial, e.g. in the study of loci of orthocentres and incentres. Discrepancies between their algebraic and geometric descriptions can motivate a deeper involvement with basic curve theory on the side of the teacher, who thereby can predict in which cases the students may succeed in restructuring the construction to overcome the discordance.
AB - New technology requires as well as supports the necessity to raise the level of geometric thinking. Freudenthals view of van Hiele's theory corroborates a dynamic multi-level curriculum that offers material support for higher levels. For levels higher than 2, the dynamic locus capability of Dynamic Geometry software is crucial, e.g. in the study of loci of orthocentres and incentres. Discrepancies between their algebraic and geometric descriptions can motivate a deeper involvement with basic curve theory on the side of the teacher, who thereby can predict in which cases the students may succeed in restructuring the construction to overcome the discordance.
UR - http://www.scopus.com/inward/record.url?scp=84866540383&partnerID=8YFLogxK
U2 - 10.1007/s11858-005-0024-2
DO - 10.1007/s11858-005-0024-2
M3 - Article
AN - SCOPUS:84866540383
VL - 37
SP - 361
EP - 370
JO - ZDM - International Journal on Mathematics Education
JF - ZDM - International Journal on Mathematics Education
SN - 1863-9690
IS - 5
ER -