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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 1 to 10 of 16 (0.066 seconds)Spelling suggestions: "subject:"dynamische g_eometrie"" "subject:"dynamische endgeometrie""
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Dynamische Geometrie-Systeme in der Hauptschule : eine interpretative Untersuchung an Fallbeispielen und ausgewählten Aufgaben der Sekundarstufe /Kittel, Andreas. January 2007 (has links)
Zugl.: Schwäbisch Gmünd, Pädag. Hochsch., Diss., 2007.
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Entwicklung und Evaluation interaktiver Instruktionsvideos für das geometrische Konstruieren im virtuellen RaumKnapp, Olaf January 2009 (has links)
Zugl.: Weingarten, Pädag. Hochsch., Diss., 2009
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Lernunterstützung durch interaktive Lernumgebungen für den Geometrieunterricht : Entwicklung und empirische Studien /Mann, Markus. January 2008 (has links)
Zugl.: Weingarten, Pädag. Hochsch., Universiẗat, Diss., 2008.
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Conjecturing (and Proving) in Dynamic Geometry after an Introduction of the Dragging SchemesBaccaglini-Frank, Anna 11 April 2012 (has links) (PDF)
This paper describes some results of a research study on conjecturing and proving in a dynamic
geometry environment (DGE), and it focuses on particular cognitive processes that seem to be
induced by certain uses of tools available in Cabri (a particular DGE). Building on the work of
Arzarello and Olivero (Arzarello et al., 1998, 2002; Olivero, 2002), we have conceived a model
describing some cognitive processes that may occur during the production of conjectures and
proofs in a DGE and that seem to be related to the use of specific dragging schemes, in particular
to the use of the scheme we refer to as maintaining dragging. This paper contains a description of
aspects of the theoretical model we have elaborated for describing such cognitive processes, with
specific attention towards the role of the dragging schemes, and an example of how the model can be used to analyze students’ explorations.
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A class practice to improve student’s attitude towards mathematicsMammana, Maria Flavia, Pennisi, Mario 07 May 2012 (has links) (PDF)
For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical
capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium
classes of some high schools and has obtained very good results.
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| 6 |
A class practice to improve student’s attitude towards mathematicsMammana, Maria Flavia, Pennisi, Mario 07 May 2012 (has links)
For many students, mathematics, traditionally thought to be difficult and dull, is often considered inaccessible, generating a negative attitude towards it. In order to encourage a positive attitude towards mathematics, we propose class practices that, through research activities, will lead the students to experiment a similar path to the one that has given, as a final product, a structured theory, so as to enhance their self-efficacy, give a correct vision of the discipline and stimulate positive emotions. This can be realized, for example, as a “laboratory activity” in which the students compare ideas, intuitions, arguments, and work together to obtain results, using their critical
capabilities in a collaborative learning activity. A team of university professors and high school teachers has developed a laboratory activity that focuses on some properties of quadrilaterals. The activity has at any rate been experimented in different first biennium
classes of some high schools and has obtained very good results.
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| 7 |
From Physical Model To Proof For Understanding Via DGS: Interplay Among EnvironmentsOsta, Iman M. 07 May 2012 (has links) (PDF)
The widespread use of Dynamic Geometry Software (DGS) is raising many interesting questions and discussions as to the necessity, usefulness and meaning of proof in school mathematics. With these questions in mind, a didactical sequence on the topic “Conics” was developed in a teacher education course tailored for pre-service secondary math methods course. The idea of the didactical sequence is to introduce “Conics” using a concrete manipulative approach (paper folding) then an explorative DGS-based construction activity embedding the need for a proof. For that purpose, the DGS software serves as an intermediary tool, used to bridge the gap between the
physical model and the formal symbolic system of proof. The paper will present an analysis of participants’ geometric thinking strategies, featuring proof as an embedded process in geometric construction situations.
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| 8 |
Using Technology to Discover and Explore Linear Functions and Encourage Linear ModelingSoucie, Tanja, Radović, Nikol, Svedrec, Renata, Car, Helena 09 May 2012 (has links) (PDF)
In our presentation we will show how technology enables us to improve the teaching and learning of linear functions at the middle school level. Through various classroom activities that involve technology such as dynamic geometry software, graphing calculators and Excel, students explore functions and discover basic facts about them on their own. Students then work with real life data and on real life problems to draw graphs and form linear models that correspond to given situations as well as draw inferences based on their models. Participants will receive complete classroom materials for the unit on linear functions.
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| 9 |
Conjecturing (and Proving) in Dynamic Geometry after an Introduction of the Dragging SchemesBaccaglini-Frank, Anna 11 April 2012 (has links)
This paper describes some results of a research study on conjecturing and proving in a dynamic
geometry environment (DGE), and it focuses on particular cognitive processes that seem to be
induced by certain uses of tools available in Cabri (a particular DGE). Building on the work of
Arzarello and Olivero (Arzarello et al., 1998, 2002; Olivero, 2002), we have conceived a model
describing some cognitive processes that may occur during the production of conjectures and
proofs in a DGE and that seem to be related to the use of specific dragging schemes, in particular
to the use of the scheme we refer to as maintaining dragging. This paper contains a description of
aspects of the theoretical model we have elaborated for describing such cognitive processes, with
specific attention towards the role of the dragging schemes, and an example of how the model can be used to analyze students’ explorations.
|
| 10 |
From Physical Model To Proof For Understanding Via DGS:Interplay Among EnvironmentsOsta, Iman M. 07 May 2012 (has links)
The widespread use of Dynamic Geometry Software (DGS) is raising many interesting questions and discussions as to the necessity, usefulness and meaning of proof in school mathematics. With these questions in mind, a didactical sequence on the topic “Conics” was developed in a teacher education course tailored for pre-service secondary math methods course. The idea of the didactical sequence is to introduce “Conics” using a concrete manipulative approach (paper folding) then an explorative DGS-based construction activity embedding the need for a proof. For that purpose, the DGS software serves as an intermediary tool, used to bridge the gap between the
physical model and the formal symbolic system of proof. The paper will present an analysis of participants’ geometric thinking strategies, featuring proof as an embedded process in geometric construction situations.
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