id: 05345907
dt: a
an: 2008e.00072
au: Laborde, Colette
ti: The hidden role of diagrams in student’s construction of meaning in
geometry.
so: Kilpatrick, Jeremy et al., Meaning in mathematics education. Springer, New
York, NY (ISBN 0-387-24039-X). 159-179 (2005).
py: 2005
pu: New York, NY: Springer
la: EN
cc: C30 G40 U20
ut: diagrams; geometry; meaning; spatio-graphical aspects; theoretical aspects;
learning; software environments
ci:
li:
ab: From the book’s introduction: The author considers geometry as a theory
that, on the one hand, allows us to interpret physical phenomena, while
on the other, generates its own problems, questions, and methods. She
notes that diagrams play an important role in geometry teaching and
that the integration of spatial aspects of diagrams with theoretical
aspects of geometry is especially important when one is beginning to
learn geometry. She deals with the teaching and learning of geometry in
the first part of secondary school, when pupils are faced for the first
time with geometry as a coherent field of objects and relations of a
theoretical nature. The way diagrams can be used in geometry, the kind
of information one can draw from diagrams, and the use that can be made
of this information are usually hidden or tacit in teaching. Laborde
suggests that diagrams should become a more important component of the
learning of geometry, especially when students are involved in problem
solving. The author analyzes the relationship between diagrams in a
paper-and-pencil or dynamic geometry software environment and the
domain of theoretical objects of geometry. She identifies the actions
and processes of pupils attempting to construct a solution to a
geometry problem, and shows how the existence of geometry software
providing dynamic diagrams that are of a different nature than paper
diagrams leads to significant changes in the relation between diagrams
and theory.
rv: