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Using Dynamic Geometry Software to Simulate Physical Motion

Using Dynamic Geometry Software to Simulate Physical Motion In this paper we analyse to what extent the computational model of the geometry implemented in a dynamic geometry environment provides models for physical motion, focusing on the continuity issues related to motion. In particular, we go over the utility of dynamic geometry environments to simulate the motion of mechanical linkages, as this activity allows us to compare, by means of dynamic drawings, the computable representation of geometric properties with the real motion of a mechanism. Analysing a simple example, we provide theoretical foundations for particular behaviours observed in the motion of a picture on the screen, which require a subtle interpretation to be understood in a purely physical context. In this way, we reflect on some requirements imposed by the computable representation of knowledge. We consider this work to be a necessary step to determine didactic consequences related to students' perceptions of the moving displays; in particular those concerning the uses of the dragging mode as a tool not only for automatic drawing of many instances of a construction,but also to produce continuous motion. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png "Technology, Knowledge and Learning" Springer Journals

Using Dynamic Geometry Software to Simulate Physical Motion

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Publisher
Springer Journals
Copyright
Copyright © 2001 by Kluwer Academic Publishers
Subject
Education; Learning and Instruction; Mathematics Education; Educational Technology; Science Education; Creativity and Arts Education
ISSN
2211-1662
eISSN
1573-1766
DOI
10.1023/A:1017982418841
Publisher site
See Article on Publisher Site

Abstract

In this paper we analyse to what extent the computational model of the geometry implemented in a dynamic geometry environment provides models for physical motion, focusing on the continuity issues related to motion. In particular, we go over the utility of dynamic geometry environments to simulate the motion of mechanical linkages, as this activity allows us to compare, by means of dynamic drawings, the computable representation of geometric properties with the real motion of a mechanism. Analysing a simple example, we provide theoretical foundations for particular behaviours observed in the motion of a picture on the screen, which require a subtle interpretation to be understood in a purely physical context. In this way, we reflect on some requirements imposed by the computable representation of knowledge. We consider this work to be a necessary step to determine didactic consequences related to students' perceptions of the moving displays; in particular those concerning the uses of the dragging mode as a tool not only for automatic drawing of many instances of a construction,but also to produce continuous motion.

Journal

"Technology, Knowledge and Learning"Springer Journals

Published: Oct 5, 2004

References