Developing a framework for characterizing student-created diagrams in DGEs

Dynamic geometry environment (DGE) offers a wide range of tools for its users to create and interact with geometry diagrams. In this paper, I propose a framework to characterize the geometry diagrams learners create in DGEs. This framework considers a learner’s approach to creating a geometry diagram (i.e., perceptual-based, measurement-based, construction-based, and transformation-based), the driving force that guides the learner’s specific actions in a DGE (i.e., tool-driven, and property-driven), and constraints in the resulting diagram (i.e., drawing, underconstrained, overconstrained, and appropriately constrained). Examples of student work on one geometry construction problem are used to illustrate the use of the framework.

Files

  • Yao_PMENA_2022.pdf

    size: 515 KB | mime_type: application/pdf | date: 2023-07-17 | sha256: de92a4f

Metadata

Work Title Developing a framework for characterizing student-created diagrams in DGEs
Access
Open Access
Creators
  1. Xiangquan Yao
Keyword
  1. Geometry Diagram
  2. Dynamic Geometry Environments
  3. Geometric Construction
License In Copyright (Rights Reserved)
Work Type Article
Publisher
  1. Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
Publication Date November 1, 2022
Publisher Identifier (DOI)
  1. 10.51272/pmena.44.2022
Related URLs
Deposited July 17, 2023

Versions

Analytics

Collections

This resource is currently not in any collection.

Work History

Version 1
published

  • Created
  • Added Yao_PMENA_2022.pdf
  • Added Creator Xiangquan Yao
  • Published
  • Updated Keyword, Subtitle, Publisher, and 2 more Show Changes
    Keyword
    • Geometry Diagram, Dynamic Geometry Environments, Geometric Construction
    Subtitle
    • Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
    Publisher
    • Proceedings of the 44th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education
    Publisher Identifier (DOI)
    • 10.51272/pmena.44.2022
    Related URLs
    • https://doi.org/10.51272/pmena.44.2022
  • Updated