Space and Shape

Hershkowitz, Rina; Parzysz, Bernard; Dormolen, Joop Van

doi:10.1007/978-94-009-1465-0_7

Cited by 25 publications

(17 citation statements)

References 20 publications

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“…With the use of DG tools (and other tools) in educational settings, mathematics educators could implement activities that involved informal ways of doing mathematics, and bridge between these ways with formal ones (Rasmussen, Zandieh, King & Teppo, 2005). The possibilities that the tools opened partly led mathematics educators to modify objectives of mathematics education, and researchers suggested paying more attention to visual considerations, and to informal ways of reasoning as a whole (Birdsell & Groarke, 1996;Clements & Batista, 1992;Hershkowitz, Parzysz, & van Dormolen, 1996). Researchers have stressed that visualization may serve much more than to support intuition but as a powerful process in its own right (e.g., Davis & Anderson, 1979).…”

Section: Clearly Stated Thatmentioning

confidence: 98%

From visual reasoning to logical necessity through argumentative design

2011

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Our main goal in this study is to exemplify that a meticulous design can lead preservice teachers to engage in productive unguided peer argumentation. By productivity, we mean here a shift from reasoning based on intuitions to reasoning moved by logical necessity. As a subsidiary goal, we aimed at identifying the kinds of reasoning processes (visual, inquiry-based, and deductive) pre-service teacher's students adopt, and how these reasoning processes are interwoven in peer-unguided argumentation. We report on a case study in which one dyad participating in a pre-service teachers program solved a mathematical task. We relied on three principles to design an activity: (a) creating a situation of conflict, (b) creating a collaborative situation, and (c) providing a device for checking hypotheses/conjectures. We show how the design afforded productive argumentation. We show that the design of the task entailed argumentation which first relied on intuition, then intertwined the activities of conjecturing and checking conjectures by means of various hypotheses-testing devices (measurement, manipulations, and dynamic change of figures with Dynamic Geometry software), leading to a conflict between conjectures and the outcome of the manipulation of DG software. Peer argumentation then shifted to abductive and deductive considerations towards the solution of the mathematical task. These beneficial outcomes resulted from collaborative rather than adversarial interactions as the students tried to accommodate their divergent views through the co-elaboration of new explanations.

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Section: Clearly Stated Thatmentioning

confidence: 98%

From visual reasoning to logical necessity through argumentative design

2011

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“…Many studies on visualization (e.g., Clements & Battista, 1992;Hershkowitz, Parzysz, & Van Dormolen, 1996;Leikin, Stylianou, & Silver, 2005;Zimmermann & Cunningham, 1991) underline the complexity of the domain and its importance in mathematics education. Mathematical competence and creativity require computational and logical problem-solving abilities, as well as the relevant visual skills.…”

Section: The Taskmentioning

confidence: 98%

Planning teaching an unfamiliar mathematics problem: The role of teachers’ experience in solving the problem and watching pupils solving it

Лейкин

Kawass

2005

The Journal of Mathematical Behavior

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“…Therefore, it is necessary to carry out activities related to spatial orientation at the beginning of university degrees, in order to stimulate and develop a competence that will be needed in the later years, in which specific subjects of the profession are dealt with. Hershkowitz, Parzsyc, and Van Dormolen [52] stated that a well-planned spatial education is needed for the acquisition of spatial reasoning and thinking, and they suggested activities related to the interpretation of maps and plans. Therefore, in this report, the results of different strategies performed through workshops are presented in which survey learning (map learning) and route-based learning (wayfinding) are used, since the spatial on-line map interface geospatial application allows access to both environments.…”

Section: Spatial Orientationmentioning

confidence: 99%

Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

Carrera

Medler

2017

IJGI

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There are several competences and spatial skills to be acquired by the student related to the treatment of geo-information in Science, Technology, Engineering, and Mathematics (STEM) disciplines. Spatial orientation is the spatial skill related to the use of georeferenced information, and geospatial applications (on-line map interfaces) such as the spatial data infrastructure offer a great opportunity for development of this skill. In this report we present several experiments, carried out over five academic years with 559 university students, to improve the spatial orientation skill of the students. Survey learning and wayfinding activities were conducted. First-and second-year university students performed the experiments on a PC and also used digital tablet support. The statistical analysis showed that the students improved their spatial orientation skill with a range from 12.90 (minimum) to 19.21 (maximum) measured with the Perspective Taking Spatial Orientation Test, regardless of the academic year, the hardware (PC or Tablet-PC), or the orientation strategy (survey learning or wayfinding). The second year students improved more than those in their first year. The methodologies employed could be developed by teachers or researchers, and the results presented could be taken as a reference for comparisons in future research in the field of strategy planning with geospatial applications and location-based tools for spatial orientation skill improvement in education.

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Space and Shape

Cited by 25 publications

References 20 publications

From visual reasoning to logical necessity through argumentative design

From visual reasoning to logical necessity through argumentative design

Planning teaching an unfamiliar mathematics problem: The role of teachers’ experience in solving the problem and watching pupils solving it

Spatial Orientation Skill Improvement with Geospatial Applications: Report of a Multi-Year Study

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