"If you can turn a rectangle into a square, you can turn a square into a rectangle ..." Young students experience the dragging tool

Michal Maymon Erez, Michal Yerushalmy

Research output: Contribution to journalArticlepeer-review

40 Scopus citations

Abstract

This paper describes a study of the cognitive complexity of young students, in the pre-formal stage, experiencing the dragging tool. Our goal was to study how various conditions of geometric knowledge and various mental models of dragging interact and influence the learning of central concepts of quadrilaterals. We present three situations that reflect this interaction. Each situation is characterized by a specific interaction between the students' knowledge of quadrilaterals and their understanding of the dragging tool. The analyses of these cases offer a prism for viewing the challenge involved in changing concept images of quadrilaterals while lacking understanding of the geometrical logic that underlies dragging. Understanding dragging as a manipulation that preserves the critical attributes of the shape is necessary for constructing the concept images of the shapes.

Original languageEnglish
Pages (from-to)271-299
Number of pages29
JournalInternational Journal of Computers for Mathematical Learning
Volume11
Issue number3
DOIs
StatePublished - 1 Oct 2006
Externally publishedYes

Keywords

  • Critical attributes
  • Dragging
  • Dynamic geometry environment
  • Hierarchical relations
  • Mental models

ASJC Scopus subject areas

  • Theoretical Computer Science
  • General Engineering
  • Computer Science Applications
  • Computational Theory and Mathematics

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