Connecting arguments to actions - dynamic geometry as means for the attainment of higher van hiele levels

Research output: Contribution to journalArticleResearchpeer review

Authors

  • Thomas Gawlick

External Research Organisations

  • University of Koblenz-Landau
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Details

Original languageEnglish
Pages (from-to)361-370
Number of pages10
JournalZDM - International Journal on Mathematics Education
Volume37
Issue number5
Publication statusPublished - 2005
Externally publishedYes

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 subject areas

Cite this

Connecting arguments to actions - dynamic geometry as means for the attainment of higher van hiele levels. / Gawlick, Thomas.
In: ZDM - International Journal on Mathematics Education, Vol. 37, No. 5, 2005, p. 361-370.

Research output: Contribution to journalArticleResearchpeer review

Gawlick, T 2005, 'Connecting arguments to actions - dynamic geometry as means for the attainment of higher van hiele levels', ZDM - International Journal on Mathematics Education, vol. 37, no. 5, pp. 361-370. https://doi.org/10.1007/s11858-005-0024-2
Gawlick T. Connecting arguments to actions - dynamic geometry as means for the attainment of higher van hiele levels. ZDM - International Journal on Mathematics Education. 2005;37(5):361-370. doi: 10.1007/s11858-005-0024-2
Gawlick, Thomas. / Connecting arguments to actions - dynamic geometry as means for the attainment of higher van hiele levels. In: ZDM - International Journal on Mathematics Education. 2005 ; Vol. 37, No. 5. pp. 361-370.
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