id: 06589119
dt: a
an: 2016c.00741
au: Jones, Keith; Fujita, Taro; Kunimune, Susumu
ti: Representations and reasoning in 3-D geometry in lower secondary school.
so: Tso, Tai-Yih (ed.), Proceedings of the 36th conference of the International
Group for the Psychology of Mathematics Education “Opportunities to
learn in mathematics education", PME 36, Taipei, Taiwan, July 18‒22,
2012, Vol. 2. Taipei: National Taiwan Normal University. 339-346
(2012).
py: 2012
pu: Taipei: National Taiwan Normal University
la: EN
cc: G43 E53
ut: reasoning; geometric objects; representation; 3-D geometry
ci:
li:
ab: Summary: A key question for research in geometry education is how
learners’ reasoning is influenced by the ways in which geometric
objects are represented. When the geometric objects are
three-dimensional, a particular issue is when the representation is
two-dimensional (such as in a book or on the classroom board). This
paper reports on data from lower secondary school pupils (aged 12‒15)
who tackled a 3-D geometry problem that used a particular
representation of the cube. The analysis focuses on how the students
used the representation in order to deduce information and solve the
3-D problem. This analysis shows how some students can take the cube as
an abstract geometrical object and reason about it beyond reference to
the representation, while others need to be offered alternative
representations to help them ‘see’ the proof.
rv: