A quantitative study on the usage of dynamic geometry environments in Danish lower secondary school

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Abstract

The paper describes the development and analysis of a quantitative study investigating to what extent
the potentials of dynamic geometry environments (DGE), in relation to mathematical reasoning
competency, are utilized in lower secondary school in Denmark. The study entails a questionnaire,
which was developed on the basis of an extensive review that uncovered four potentials of DGE in
relation to reasoning competency: feedback; dragging; measuring; tracing. 220 Danish lower
secondary mathematics teachers completed the questionnaire. Analysis indicates that the potentials
of measuring and dragging are utilized to some degree, feedback to a lesser degree, while tracing is
almost non-existent. Furthermore, there are signs that DGE is used as a substitute for the paper and
pencil environment to solve tasks that were originally designed for paper and pencil. Possible
improvements of praxis are discussed, and the integration of the results in further research is
elaborated upon
Original languageEnglish
Title of host publicationProceedings of the 14th International Conference on Technology in Mathematics Teaching – ICTMT 14
PublisherDuisburg-Essen Publications online
Pages297-304
Publication statusPublished - 2020

Keywords

  • DGE
  • GeoGebra
  • reasoning competency
  • survey

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