id: 06639330
dt: j
an: 2016f.01001
au: Gómez-Chacón, Inés M.; Romero Albaladejo, Isabel M.; García López, M.
del Mar
ti: Zig-zagging in geometrical reasoning in technological collaborative
environments: a mathematical working space-framed study concerning
cognition and affect.
so: ZDM, Math. Educ. 48, No. 6, 909-924 (2016).
py: 2016
pu: Springer, Berlin/Heidelberg
la: EN
cc: G40 U70 E50 C70
ut: geometry; mathematical working space; GeoGebra; cognition-affect interplay;
argumentation; secondary education
ci:
li: doi:10.1007/s11858-016-0755-2
ab: Summary: This study highlights the importance of cognition-affect
interaction pathways in the construction of mathematical knowledge.
Scientific output demands further research on the conceptual structure
underlying such interaction aimed at coping with the high complexity of
its interpretation. The paper discusses the effectiveness of using a
dynamic model such as that outlined in the Mathematical Working Spaces
(MWS) framework, in order to describe the interplay between cognition
and affect in the transitions from instrumental to discursive geneses
in geometrical reasoning. The results based on empirical data from a
teaching experiment at a middle school show that the use of dynamic
geometry software favours students’ attitudinal and volitional
dimensions and helps them to maintain productive affective pathways,
affording greater intellectual independence in mathematical work and
interaction with the context that impact learning opportunities in
geometric proofs. The reflective and heuristic dimensions of teacher
mediation in students’ learning is crucial in the transition from
instrumental to discursive genesis and working stability in the
Instrumental-Discursive plane of MWS.
rv: