2008
Santos-Trigo, M., Espinosa-Pérez, H., & Reyes-Rodríguez, A. (2008). Connecting Dynamic Representations of Simple Mathematical objects with the Construction and Exploration of Conics. The International Journal of Mathematical Education in Science and Technology, 39(5), 657-669. ISSN 0020739X
Abstract
Different technological artefacts may offer distinct opportunities for students to develop resources and strategies to formulate, comprehend and solve mathematical problems. In particular, the use of dynamic software becomes relevant to assemble geometric configurations that may help students reconstruct and examine mathematical relationships. In this process, students have the opportunity of formulating questions, making conjectures, presenting arguments and communicating results. This article illustrates that simple geometric configurations can be used to generate all conic sections studied in a regular course of analytic geometry. Observing and interpreting loci, searching for mathematical arguments (including empirical reasoning) and presenting results are problem-solving activities that seem to be enhanced with the use of dynamic software. During the development of the activities, students can exhibit a line of thinking in which they constantly reflect on the meaning and connections among mathematical concepts.
Enseñanza de la Ley de Grashof con Cabri Geometry: Una Tarea de Aprendizaje
Resolución de problemas y uso de tecnologías digitales en el desarrollo de competencias matemáticas
USING TECHNOLOGY TO EXPLORE THE IRRATIONALITY OF THE SQUARE ROOT OF PRIMES
TEACHERS' CONSTRUCTION OF DYNAMIC MATHEMATICAL MODELS BASED ON THE USE OF COMPUTATIONAL TOOLS
Raíces Cuadradas y Uso de Tecnología en el Aprendizaje de Matemáticas