動態幾何環境下大學生幾何探索之研究
No Thumbnail Available
Date
2014-04-??
Authors
許舜淵
胡政德
Shun-Yuan Xu
Cheng-Te Hu
Journal Title
Journal ISSN
Volume Title
Publisher
台灣數學教育學會、國立臺灣師範大學數學系共同發行
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Department of Mathematics, National Taiwan Normal UniversityTaiwan Association for Mathematics Education
Abstract
本研究目的在探索動態幾何環境下大學生幾何探索之思考運作模式。透過個案研究來進行探究並以質性分析來詮釋資料。研究結果顯示：（1）當學生觀察動態幾何軟體所產生動態表徵時，通常透過幾何思考後再做適當的拖曳行動；（2）動態表徵其外顯的行為和內在的數學性質會激發個體產生猜測，並在心智中模擬操作數學物件以及分析可能的動態行為來驗證猜測，進而產生宣告；（3）學生會依據模擬操作的複雜程度，再決定是否使用DGS具體操作以驗證幾何思考過程中的想法；（4）學生在動態幾何環境下進行幾何實驗並與幾何思考不斷地交互作用下探索幾何性質。
The aim of this study is to explore, in a dynamic geometry environment (DGE), the operation models of the geometric thinking of college students. To achieve this, we conducted a case study. We recorded the process of geometry exploration activities by math-major college students, interviewed them, and interpreted their operation models of thinking through a qualitative analysis. The results are summarized as follows: (1) When students observe the dynamic representations generated by dynamic geometry software (DGS), they seldom react immediately, and instead engage in geometric thinking before they carry out appropriate dragging. (2) The apparent actions and intrinsic mathematical properties of dynamic representations tend to inspire students’ conjectures. Students then mentally manipulate mathematical objects and analyze possible dynamic behaviors to confirm their conjectures. Finally, they are able to produce a declaration. This process is a basic model for geometric thinking. (3) Students manipulate mathematical objects mentally based on the complexity of operation, and then decide whether to use a DGS-specific claim or conjecture in geometric thinking. (4) Students explore geometry properties in DGE under the constant interactions between geometry experiments and geometric thinking.
The aim of this study is to explore, in a dynamic geometry environment (DGE), the operation models of the geometric thinking of college students. To achieve this, we conducted a case study. We recorded the process of geometry exploration activities by math-major college students, interviewed them, and interpreted their operation models of thinking through a qualitative analysis. The results are summarized as follows: (1) When students observe the dynamic representations generated by dynamic geometry software (DGS), they seldom react immediately, and instead engage in geometric thinking before they carry out appropriate dragging. (2) The apparent actions and intrinsic mathematical properties of dynamic representations tend to inspire students’ conjectures. Students then mentally manipulate mathematical objects and analyze possible dynamic behaviors to confirm their conjectures. Finally, they are able to produce a declaration. This process is a basic model for geometric thinking. (3) Students manipulate mathematical objects mentally based on the complexity of operation, and then decide whether to use a DGS-specific claim or conjecture in geometric thinking. (4) Students explore geometry properties in DGE under the constant interactions between geometry experiments and geometric thinking.