id: 05919421
dt: a
an: 2011e.00072
au: Maschietto, Michela; Bussi, Maria G.Bartolini
ti: Mathematical machines: from history to mathematics classroom.
so: Zaslavsky, Orit (ed.) et al., Constructing knowledge for teaching secondary
mathematics. Tasks to enhance prospective and practicing teacher
learning. Berlin: Springer (ISBN 978-0-387-09811-1/hbk;
978-0-387-09812-8/ebook). Mathematics Teacher Education 6, 227-245
(2011).
py: 2011
pu: Berlin: Springer
la: EN
cc: A39 U69 G49 U79 R29
ut: artefact; history opf mathematics; mathematical laboratory; mathematical
machine; semiotic mediation; manipulative materials; teaching aids;
dynamic geometry software; geometric constructions; preservice teacher
education; elementary geometry
ci:
li: doi:10.1007/978-0-387-09812-8_14
ab: Summary: The aim of this chapter is to present some issues concerning
secondary teacher education, drawing on the activity of the Laboratory
of Mathematical Machines at the Department of Mathematics of the
University of Modena and Reggio Emilia (MMLab:
http://www.mmlab.unimore.it). The name comes from the most important
collection of the Laboratory, containing more than two hundred working
reconstructions (based on the original sources) of mathematical
artefacts taken from the history of geometry. In this chapter we intend
to discuss, in the setting of teacher education and within a suitable
theoretical framework, a single case, i.e., an ellipse drawing device,
from different perspectives (historic-epistemological, manipulative and
virtual), to develop expertise in selecting and adjusting appropriate
tools for the mathematics classroom.
rv: