TY - JOUR
T1 - Analyses of activity design in geometry in the light of student actions
AU - Hadas, Nurit
AU - Hershkowitz, Rina
AU - Schwarz, Baruch B.
PY - 2002
Y1 - 2002
N2 - The goal of this study is to show that inquiry activities in a dynamic geometry environment, intentionally designed to confront students with contradictions and uncertainties, push them towards explanations that include deductive elements. Three different but dependent aspects of the activities are characterized and analysed: The epistemological, which includes all possible inquiry paths; the didactic, which involves only those paths that reflect the intention of the designer; and the cognitive, which accounts for actual student actions (conjectures and explanations) and their analyses. The research conclusions are based on the interplay among these three aspects. The analysis of students’ investigations and the analysis of their explanations fulfil, to a broad extent, the design goals.
AB - The goal of this study is to show that inquiry activities in a dynamic geometry environment, intentionally designed to confront students with contradictions and uncertainties, push them towards explanations that include deductive elements. Three different but dependent aspects of the activities are characterized and analysed: The epistemological, which includes all possible inquiry paths; the didactic, which involves only those paths that reflect the intention of the designer; and the cognitive, which accounts for actual student actions (conjectures and explanations) and their analyses. The research conclusions are based on the interplay among these three aspects. The analysis of students’ investigations and the analysis of their explanations fulfil, to a broad extent, the design goals.
UR - http://www.scopus.com/inward/record.url?scp=85011438588&partnerID=8YFLogxK
U2 - 10.1080/14926150209556539
DO - 10.1080/14926150209556539
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AN - SCOPUS:85011438588
SN - 1492-6156
VL - 2
SP - 529
EP - 552
JO - Canadian Journal of Science, Mathematics and Technology Education
JF - Canadian Journal of Science, Mathematics and Technology Education
IS - 4
ER -