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A Model for Task Design with Focus on Exploration, Explanation, and Generalization in a Dynamic Geometry Environment

A Model for Task Design with Focus on Exploration, Explanation, and Generalization in a Dynamic... The increasing availability of new technologies in schools provides new possibilities for the integration of technology in mathematics education. However, research has shown that there is a need for new kinds of task that utilize the affordances provided by new technology. Numerous studies have demonstrated that dynamic geometry environments provide opportunities for students to engage in mathematical activities such as exploration, conjecturing, explanation, and generalization. This paper presents a model for design of tasks that promote these kinds of mathematical activity, especially tasks that foster students to make generalizations. This model has been primarily developed to suit the use of dynamic environments in tackling geometrical locus problems. The model was initially constructed in the light of previous literature. This initial model was used to design a concrete example of such a task situation which was tested in action through a case study with two doctoral students. Findings from this case study were used to guide revision of the initial model. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

A Model for Task Design with Focus on Exploration, Explanation, and Generalization in a Dynamic Geometry Environment

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Publisher
Springer Journals
Copyright
Copyright © 2014 by Springer Science+Business Media Dordrecht
Subject
Education; Learning & Instruction; Mathematics Education; Educational Technology; Science Education; Arts Education
ISSN
2211-1662
eISSN
2211-1670
DOI
10.1007/s10758-014-9213-9
Publisher site
See Article on Publisher Site

Abstract

The increasing availability of new technologies in schools provides new possibilities for the integration of technology in mathematics education. However, research has shown that there is a need for new kinds of task that utilize the affordances provided by new technology. Numerous studies have demonstrated that dynamic geometry environments provide opportunities for students to engage in mathematical activities such as exploration, conjecturing, explanation, and generalization. This paper presents a model for design of tasks that promote these kinds of mathematical activity, especially tasks that foster students to make generalizations. This model has been primarily developed to suit the use of dynamic environments in tackling geometrical locus problems. The model was initially constructed in the light of previous literature. This initial model was used to design a concrete example of such a task situation which was tested in action through a case study with two doctoral students. Findings from this case study were used to guide revision of the initial model.

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Jan 29, 2014

References