Details
| Original language | English |
|---|---|
| Pages (from-to) | 85-92 |
| Number of pages | 8 |
| Journal | ZDM - International Journal on Mathematics Education |
| Volume | 34 |
| Issue number | 3 |
| Publication status | Published - 2002 |
| Externally published | Yes |
Abstract
The availability of Dynamic Geometry Software (DGS) in the regular mathematics classroom has the potential of enriching and furthering the learning process, but also includes the danger of pitfalls due to peculiarities of Dynamic Geometry as well as side effects of the interactivity. In view of the forthcoming large scale introduction of DGS, it seems desirable to estimate its net outcome in terms of the influence on the learners' average achievement. Before elaborating on the shortand medium-term influence of DGS and differential effects of gender and achievement level, we position our approach in the research field by giving a synopsis of previous investigations on the impact of DGS in the classroom.
ASJC Scopus subject areas
- Social Sciences(all)
- Education
- Mathematics(all)
- General Mathematics
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In: ZDM - International Journal on Mathematics Education, Vol. 34, No. 3, 2002, p. 85-92.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - On dynamic geometry software in the regular classroom
AU - Gawlick, Thomas
PY - 2002
Y1 - 2002
N2 - The availability of Dynamic Geometry Software (DGS) in the regular mathematics classroom has the potential of enriching and furthering the learning process, but also includes the danger of pitfalls due to peculiarities of Dynamic Geometry as well as side effects of the interactivity. In view of the forthcoming large scale introduction of DGS, it seems desirable to estimate its net outcome in terms of the influence on the learners' average achievement. Before elaborating on the shortand medium-term influence of DGS and differential effects of gender and achievement level, we position our approach in the research field by giving a synopsis of previous investigations on the impact of DGS in the classroom.
AB - The availability of Dynamic Geometry Software (DGS) in the regular mathematics classroom has the potential of enriching and furthering the learning process, but also includes the danger of pitfalls due to peculiarities of Dynamic Geometry as well as side effects of the interactivity. In view of the forthcoming large scale introduction of DGS, it seems desirable to estimate its net outcome in terms of the influence on the learners' average achievement. Before elaborating on the shortand medium-term influence of DGS and differential effects of gender and achievement level, we position our approach in the research field by giving a synopsis of previous investigations on the impact of DGS in the classroom.
UR - http://www.scopus.com/inward/record.url?scp=70350055311&partnerID=8YFLogxK
U2 - 10.1007/BF02655711
DO - 10.1007/BF02655711
M3 - Article
AN - SCOPUS:70350055311
VL - 34
SP - 85
EP - 92
JO - ZDM - International Journal on Mathematics Education
JF - ZDM - International Journal on Mathematics Education
SN - 1863-9690
IS - 3
ER -