Details
| Original language | English |
|---|---|
| Title of host publication | Enhancing Mathematics Understanding through Visualization |
| Subtitle of host publication | The Role of Dynamical Software |
| Pages | 37-68 |
| Number of pages | 32 |
| ISBN (electronic) | 9781466640511 |
| Publication status | Published - 31 May 2013 |
Abstract
The author points out that to fully exploit the heuristic potential of Dynamic Geometry Software (DGS) and to increase the heuristic literacy of students, extant DGS teaching units have to be ameliorated in several ways. Thus the author develops a twofold conceptual framework: heuristic reconstruction and heuristic instrumentation of problems. Its origin is rooted in the literature, its use is demonstrated by various examples, and its value is made plausible by an introductory teaching unit an advanced case study.
ASJC Scopus subject areas
- Social Sciences(all)
- General Social Sciences
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Enhancing Mathematics Understanding through Visualization: The Role of Dynamical Software. 2013. p. 37-68.
Research output: Chapter in book/report/conference proceeding › Contribution to book/anthology › Research › peer review
}
TY - CHAP
T1 - "Click, Drag, Think!" Posing and exploring conjectures with dynamic geometry software
AU - Gawlick, Thomas
N1 - Publisher Copyright: © 2013, IGI Global. All rights reserved.
PY - 2013/5/31
Y1 - 2013/5/31
N2 - The author points out that to fully exploit the heuristic potential of Dynamic Geometry Software (DGS) and to increase the heuristic literacy of students, extant DGS teaching units have to be ameliorated in several ways. Thus the author develops a twofold conceptual framework: heuristic reconstruction and heuristic instrumentation of problems. Its origin is rooted in the literature, its use is demonstrated by various examples, and its value is made plausible by an introductory teaching unit an advanced case study.
AB - The author points out that to fully exploit the heuristic potential of Dynamic Geometry Software (DGS) and to increase the heuristic literacy of students, extant DGS teaching units have to be ameliorated in several ways. Thus the author develops a twofold conceptual framework: heuristic reconstruction and heuristic instrumentation of problems. Its origin is rooted in the literature, its use is demonstrated by various examples, and its value is made plausible by an introductory teaching unit an advanced case study.
UR - http://www.scopus.com/inward/record.url?scp=84944104895&partnerID=8YFLogxK
U2 - 10.4018/978-1-4666-4050-4.ch003
DO - 10.4018/978-1-4666-4050-4.ch003
M3 - Contribution to book/anthology
AN - SCOPUS:84944104895
SN - 1466640502
SN - 9781466640504
SP - 37
EP - 68
BT - Enhancing Mathematics Understanding through Visualization
ER -