Students' geometrical perception on a task-based dynamic geometry platform

Allen Y L LEUNG*, Arthur Man Sang Lee

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

6 Citations (Scopus)

Abstract

This paper describes a task-based dynamic geometry platform that is able to record student responses in a collective fashion to pre-designed dragging tasks. The platform provides a new type of data and opens up a quantitative dimension to interpret students' geometrical perception in dynamic geometry environments. The platform is capable of generating a collective image map of student geometrical perceptions for a pre-designed dragging task. This map is interpreted as students' qualitatively different ways of perceiving a geometrical phenomenon under the drag mode, ways which are quantified and categorized in a collective way. The idea of task perceptual landscape is proposed to facilitate discussion on the pedagogical significance of this platform. Specifically, a task case is presented and analysed in which a methodology is developed that provides a way to classify students' geometrical perceptions with respect to the task. The task perceptual landscape is interpreted as a collective example space of student perception of a task. Furthermore, an idea of personal example space is developed through the findings from a qualitative study for the same task. This brings about discussion on possible pedagogical correlation between the quantitative and qualitative aspects of the platform.

Original languageEnglish
Pages (from-to)361-377
Number of pages17
JournalEducational Studies in Mathematics
Volume82
Issue number3
DOIs
Publication statusPublished - Mar 2013

Scopus Subject Areas

  • Mathematics(all)
  • Education

User-Defined Keywords

  • Dynamic geometry
  • Example space
  • Geometrical perception
  • Variation

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