Duo of Digital and Material Artefacts Dedicated to the Learning of Geometry at Primary School

Voltolini, Anne

doi:10.1007/978-3-319-76575-4_5

Cited by 12 publications

(3 citation statements)

References 7 publications

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“…A more back-and-forth interplay between physical and digital activity was observed in the study by Voltolini (2018), which also addressed the duo of a material and a digital artefact. On the topic of the geometric construction of triangles, a learning sequence was designed that consisted of a spiral process of ruler-and-compass construction and preceding e-book activity intended to provide groundwork for the rulerand-compass construction.…”

Section: Frameworkmentioning

confidence: 80%

“…Said studies Fig. 1 A model of the interplay between physical and digital activity did not merely iterate physical activity with digital technology; rather, they aimed to mediate certain learning goals, such as the place value system (Maschietto and Soury-Lavergne 2013) and geometric construction (Voltolini 2018), through the stimulation of the interplay between physical and digital activity that was relevant to these goals.…”

Section: Frameworkmentioning

confidence: 99%

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Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving

Komatsu

Jones

2020

Digit Exp Math Educ

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Digital tools have a potential to change significantly the form of mathematical learning taking place in classrooms, with research pointing to various affordances in comparison with physical tools such as paper-and-pencil environments. Nevertheless, there is a scarcity of research that has examined in-depth the interrelated roles these two types of tools fulfil in mathematics learning. This issue of interrelated roles is important because, when digital tools are incorporated into classrooms, students usually also have notebooks and worksheets within which they carry out actions complementary to their use of digital tools. In this article, we focus on the use of dynamic geometry environments (DGEs) in conjecturing and proving, and, in particular, we examine the interplay between students' paper-and-pencil activity and their use of a DGE during the producing and proving of a generalisation of a statement. We analyse a series of lessons involving secondary school students (aged 14-15, Grade 9) and show that, while DGE use supported the students in generalising a statement, they were initially unable to prove the generalisation while using the DGE, but subsequently succeeded through their paper-and-pencil activity. Our research illustrates the affordance of paper-andpencil environments to support students in working on different representations, and thus highlights how the interplay between paper-and-pencil activity and DGE use can be important for the progress of conjecturing and proving. We also show the roles taken by the teacher in supporting the students' work, and point to the need for further research into the back-and-forth use of digital and physical tools. Keywords Digital tool. Physical tool. Dynamic geometry environment. Paper-and-pencil activity. Generalisation and proof. Teacher role It is now well known that digital tools provide relative affordances in comparison with those provided by physical tools, such as paper-and-pencil environments and concrete

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Section: Frameworkmentioning

confidence: 80%

Section: Frameworkmentioning

confidence: 99%

Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving

Komatsu

Jones

2020

Digit Exp Math Educ

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“…However, as highlighted by Maschietto and Soury-Lavergne (2013) and Komatsu and Jones (2020), this is an area where further investigation is needed. And this need is particularly evident at the level of secondary education, since the few existing studies, such as those by Maschietto and Soury-Lavergne (2013), Voltolini (2018) and Faggiano, Montone and Mariotti (2018), focus on students from lower levels (primary education).…”

Section: Introductionmentioning

confidence: 99%

Rethinking Digital Technology versus Paper and Pencil in 3D Geometry

Viseu

Rocha

Monteiro

2022

JL4D

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Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.

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Contribution of a Human Interaction Simulator to Teach Geometry to Dyspraxic Pupils

2023

Articulations Between Tangible Space, Graphical Space and Geometrical Space

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Duo of Digital and Material Artefacts Dedicated to the Learning of Geometry at Primary School

Cited by 12 publications

References 7 publications

Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving

Interplay between Paper-and-Pencil Activity and Dynamic-Geometry-Environment Use during Generalisation and Proving

Rethinking Digital Technology versus Paper and Pencil in 3D Geometry

Contribution of a Human Interaction Simulator to Teach Geometry to Dyspraxic Pupils

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