Key moments when learning isometries in a collaborative and technological context

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Abstract

We present a research on the learning of isometries with dynamic geometry software. Our data come from a secondary classroom with students aged 14 and 15 who are working in a collaborative context. Drawing on issues of mathematical cognition, technological mediation and orchestration by the teacher, we elaborate the notion of "learning key moment" to develop our analysis. For this article, we select four examples of key moments that point to the adequacy of exploring the issues above and, simultaneously, to the need of further considering these issues as integrated. In future research, it will be useful to go deeper inside the influence among the different results that are now examined.
Original languageEnglish
Pages (from-to)143-154
JournalEnsenanza de las Ciencias
Volume30
Issue number1
Publication statusPublished - 1 Jan 2012

Keywords

  • Collaborative contexts
  • Learning of isometries
  • Mathematical cognition
  • Teacher orchestration
  • Technological mediation

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