TY - CHAP
T1 - Enhancing Geometric Skills with Digital Technology
T2 - The Case of Dynamic Geometry
AU - LEUNG, Allen Y L
AU - Baccaglini-Frank, Anna
AU - Mariotti, Maria Alessandra
AU - Miragliotta, Elisa
N1 - Publisher Copyright:
© Springer Nature Switzerland AG 2023
PY - 2023/8/5
Y1 - 2023/8/5
N2 - The emerging Fourth Industrial Revolution (4IR) focuses on smart technology, artificial intelligence, and robotics. Education systems must prepare students for a world where digital–physical artifacts prevail. Education 4.0 is an approach that aims to align with the 4IR, where learner critical skills include complex problem-solving and that involves designing new learning progressions and integrating technology skills into school curricula. This chapter addresses such needs, specifically that of designing a learning progression in geometry where geometrical skills are developed within dynamic geometry environments. In particular, we focus on how dynamic geometry (DG) skills can be progressively developed into cognitive learners’ digital skills that harmonize tensions between visual–spatial reasoning and geometrical–theoretic reasoning, through exploring didactical functionalities in different DG problem-based task designs. This approach illustrates a possible prototypical learning progression that makes use of digital curriculum resources (DCRs) to create integrated learners’ digital skills for mathematical reasoning.
AB - The emerging Fourth Industrial Revolution (4IR) focuses on smart technology, artificial intelligence, and robotics. Education systems must prepare students for a world where digital–physical artifacts prevail. Education 4.0 is an approach that aims to align with the 4IR, where learner critical skills include complex problem-solving and that involves designing new learning progressions and integrating technology skills into school curricula. This chapter addresses such needs, specifically that of designing a learning progression in geometry where geometrical skills are developed within dynamic geometry environments. In particular, we focus on how dynamic geometry (DG) skills can be progressively developed into cognitive learners’ digital skills that harmonize tensions between visual–spatial reasoning and geometrical–theoretic reasoning, through exploring didactical functionalities in different DG problem-based task designs. This approach illustrates a possible prototypical learning progression that makes use of digital curriculum resources (DCRs) to create integrated learners’ digital skills for mathematical reasoning.
KW - Didactical functionality
KW - Digital resources
KW - Dragging
KW - Dynamic geometry
KW - Geometrical reasoning
KW - Spatial reasoning
UR - https://link.springer.com/referenceworkentry/10.1007/978-3-030-95060-6_15-1#Abs1
U2 - 10.1007/978-3-030-95060-6_15-1
DO - 10.1007/978-3-030-95060-6_15-1
M3 - Chapter
T3 - Springer International Handbooks of Education
BT - Handbook of Digital Resources in Mathematics Education
A2 - Pepin, Birgit
A2 - Gueudet, Ghislaine
A2 - Choppin, Jeffrey
PB - Springer
CY - Cham
ER -