TRACING LEARNERS’ GROWTH OF MATHEMATICAL UNDERSTANDING IN A DYNAMIC GEOMETRY ENVIRONMENT: NETWORKING MULTIPLE THEORIES

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

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.

Original languageEnglish (US)
Title of host publicationProceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021
EditorsMaitree Inprasitha, Narumon Changsri, Nisakorn Boonsena
PublisherPsychology of Mathematics Education (PME)
Pages303-310
Number of pages8
ISBN (Print)9786169383031
StatePublished - 2021
Event44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021 - Virtual, Online
Duration: Jul 19 2021Jul 22 2021

Publication series

NameProceedings of the International Group for the Psychology of Mathematics Education
Volume4
ISSN (Print)0771-100X
ISSN (Electronic)2790-3648

Conference

Conference44th Conference of the International Group for the Psychology of Mathematics Education, PME 2021
CityVirtual, Online
Period7/19/217/22/21

All Science Journal Classification (ASJC) codes

  • Mathematics (miscellaneous)
  • Developmental and Educational Psychology
  • Experimental and Cognitive Psychology
  • Education

Fingerprint

Dive into the research topics of 'TRACING LEARNERS’ GROWTH OF MATHEMATICAL UNDERSTANDING IN A DYNAMIC GEOMETRY ENVIRONMENT: NETWORKING MULTIPLE THEORIES'. Together they form a unique fingerprint.

Cite this