Communicating Experience of 3D Space: Mathematical and Everyday Discourse

Morgan, Candia; Alshwaikh, Jehad

doi:10.1080/10986065.2012.682960

Cited by 11 publications

(4 citation statements)

References 24 publications

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“…This interpretation is reasonable considering that mathematical discourse often draws upon everyday language in specialized ways for the purpose of establishing mathematical meanings (Pimm, 1987). However, the differences between everyday uses and specialized uses of particular terms are not always transparent from the perspective of students (Morgan & Alshwaikh, 2012). The students' use of "intersection" did not actually carry geometric meaning, as it was not semantically related to other geometric ideas or relationships.…”

Section: Considering Students' Discourse From a Social Semiotic Perspmentioning

confidence: 94%

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Thematic analysis of students’ talk while solving a real-world problem in geometry

DeJarnette

González

2016

Linguistics and Education

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From a social semiotic perspective, students' use of language is fundamental to mathematical meaning making. We applied thematic analysis to examine students' use of geometric and contextual ideas while solving a geometry problem that required them to determine the optimal location for a new grocery store on a map of their local community. Students established semantic patterns to connect the problem context to geometry. Groups differed in how they used geometry in their discussion of the solution, in particular with how students used distance to describe the location of a new grocery store. Overall, students' knowledge of the problem context served as a resource for them to establish geometric meanings. Thematic analysis, which describes the connections in students' talk between out-of-school and discipline-specific knowledge, highlights ways in which instruction can build upon students' prior experiences for the purpose of learning in school.

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Section: Considering Students' Discourse From a Social Semiotic Perspmentioning

confidence: 94%

“…There is a difference here in whether area is a specific measurement, or whether area refers to a region. Unfamiliar semantic patterns can be compounded when words common in everyday language are used in discipline-specific ways (e.g., Morgan & Alshwaikh, 2012;Pimm, 1987).…”

Section: Thematic Analysis To Examine Students' Talkmentioning

confidence: 99%

Thematic analysis of students’ talk while solving a real-world problem in geometry

DeJarnette

González

2016

Linguistics and Education

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“…Three-dimensional thinking and reasoning is considered to be difficult by learners (Adolphus, 2011). Therefore, recent studies have begun to evaluate students' reasoning about geometry and 3D shapes by using dynamic geometry environments (Akyuz, 2016;Morgan & Alshwaikh, 2012;Ng & Sinclair, 2015) as they allow interacting with and visualizing geometrical objects from different viewpoints. Various studies discuss students' understanding about 3D shapes, misconceptions and errors, and the ways for improving students' conceptual understanding of the context (Wright & Smith, 2017).…”

Section: Geometry and 3d Shapesmentioning

confidence: 99%

Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment

Doğruer

Akyüz

2020

Int J of Sci and Math Educ

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This design research investigated the mathematical practices that eight graders (14-year-old students) developed when learning about prisms, cylinders, and their surface areas. An inquiry-based learning environment was created for students to engage in argumentation. The instruction was enriched by use of a dynamic geometry software, namely GeoGebra, to assist students in visualizing and reasoning about 3D shapes. Rasmussen and Stephan's three-phase method (2008) was used to organize the collected data, which in turn were analyzed using Krummheuer's model of argumentation (2015). The results indicated the emergence of three mathematical practices and several taken-as-shared ideas: (1) defining prisms, (2) computing the surface area of a prism, and (3) computing the surface area of a cylinder. The study's results revealed that students' understanding improved when learning concepts simultaneously with argumentation and dynamic geometry software.

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“…Kim, Roth and Thom (2011) while contesting knowing as a mental process detached from the physical world identified claims that students' gestures support, co-emerge with, cope with and exhibit (embodied and abstract) knowledge of geometry. Morgan and Alshwaikh (2012) reported in an experimental teaching programme making use of a LOGO-like formal language for constructing 3D trajectories and figures in a computer micro-world, a system of similar gestures emerged from the teachers and students to represent different types of movement.…”

Section: Embodiment: Gestures and Classroom Applicationsmentioning

confidence: 99%

Recent research on geometry education: an ICME-13 survey team report

Sinclair

Bartolini

Villiers

et al. 2016

ZDM Mathematics Education

130

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This survey on the theme of Geometry Education (including new technologies) focuses chiefly on the time span since 2008. Based on our review of the research literature published during this time span (in refereed journal articles, conference proceedings and edited books), we have jointly identified seven major threads of contributions that span from the early years of learning (pre-school and primary school) through to post-compulsory education and to the issue of mathematics teacher education for geometry. These threads are as follows: developments and trends in the use of theories; advances in the understanding of visuo spatial reasoning; the use and role of diagrams and gestures; advances in the understanding of the role of digital technologies; advances in the understanding of the teaching and learning of definitions; advances in the understanding of the teaching and learning of the proving process; and, moving beyond traditional Euclidean approaches. Within each theme, we identify relevant research and also offer commentary on future directions.

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Communicating Experience of 3D Space: Mathematical and Everyday Discourse

Cited by 11 publications

References 24 publications

Thematic analysis of students’ talk while solving a real-world problem in geometry

Thematic analysis of students’ talk while solving a real-world problem in geometry

Mathematical Practices of Eighth Graders about 3D Shapes in an Argumentation, Technology, and Design-Based Classroom Environment

Recent research on geometry education: an ICME-13 survey team report

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