Tracing learners’ growth of mathematical understanding in a dynamic geometry environment: Networking multiple theories

This research coordinated the Pirie-Kieren theory and instrumental genesis to examine learner’s growth of mathematical understanding in a dynamic geometry environment. Data analysis suggested that coordinating the two theoretical approaches provided a productive means to capture learner’s growth of geometry understanding in a dynamic geometry environment. By networking the two theoretical approaches, this paper presents a model for studying learner's growth of mathematical understanding in a dynamic learning environment while accounting for interaction with digital tools.

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Work Title Tracing learners’ growth of mathematical understanding in a dynamic geometry environment: Networking multiple theories
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Open Access
Creators
  1. Xiangquan Yao
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol.4)
Publication Date July 1, 2020
Related URLs
Deposited July 17, 2023

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Version 1
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  • Created
  • Added Yao__2020__IGPME.pdf
  • Added Creator Xiangquan Yao
  • Published
  • Updated Subtitle, Publisher, Related URLs Show Changes
    Subtitle
    • Proceedings of the 44th meeting of the International Group for Psychology of Mathematics Education
    Publisher
    • Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol.4)
    Related URLs
    • https://www.igpme.org/wp-content/uploads/2022/04/Volume-4_final.pdf
  • Updated