Skip to main navigation menu Skip to main content Skip to site footer

Artículos

Vol. 17 No. 4(I) (2014): Diciembre

AMBIGUITY IN THE WAY OF LOOKING AT GEOMETRICAL FIGURES

DOI
https://doi.org/10.12802/relime.13.1748
Submitted
July 5, 2023
Published
2023-07-13

Abstract

This paper discusses the different ways the students look at geometrical figures in solving geometrical tasks and the different types of reasoning that occur in relation to the different types of figural apprehension, in the sense of Duval, that are mobilized. The personal Geometrical Working Space (GWS) of the students at lower and upper secondary school in Cyprus is defined in respect to their way of looking at figures and the type of reasoning they produce.

References

  1. Bodin, A., Coutourier, R., & Gras, R. (2000). CHIC : Classification Hiérarchique Implicative et Cohésive - Version sous Windows – CHIC 1.2. Rennes: Association pour la Recherche en Didactique des Mathématiques.
  2. Brousseau, G. (1990). Le contract didactique: Le milieu. Recherches en Didactique de Mathématiques, 9, 308-336. Netherlands: Kluwer.
  3. Coutat, S. & Richard, R. P. (2011). Les figures dynamiques dans un espace de travail mathématique pour l’apprentissage des proprieties géométriques. Annales de didactique et de sciences cognitive, 16, 97-126.
  4. Duval, R. (2011). Why figures cannot help students to see and understand in geometry? Analysis of the role and the cognitive functioning of visualization. Abstract booklet of Symposium Mathematics Education Research at the University of Cyprus and Tel Aviv University (pp. 22-23). Nicosia: Cyprus.
  5. Duval R. (2005). Les conditions cognitives de l’apprentissage de la géométrie : développement de la visualisation, différenciation des raisonnements et coordination de leurs fonctionnements. Annales de Didactique et de Sciences Cognitives, 10, 5-53.
  6. Duval, R. (1995). Geometrical Pictures: Kinds of Representation and Specific Processes. In R. Sutherland & J. Mason (Eds.), Exploiting mental imagery with computers in mathematical education (pp. 142-157). Berlin: Springer.
  7. Kuzniak, A. & Rauscher, J. C. (2011). How do teachers’ approaches to geometric work relate to geometry students’ learning difficulties? Educational Studies in Mathematics, 77 (1), 129-147.
  8. Mathé, A. C. (2009). Quelle articulation entre conceptualisation et confrontation aux objets sensibles en geometrie a l’ecole primaire? In A. Gagatsis, A. Kuzniak, E. Deliyianni, & L.Vivier (Eds), Cyprus and France Research in Mathematics Education (pp. 119-137). Lefkosia: University of Cyprus.
  9. Richard, P. R. (2003). Proof Without Words: Equal Areas in a Partition of a Parallelogram. Mathematics Magazine, 76 (5), 348.
  10. Richard, P. R. (2004), L’inférence figurale : un pas de raisonnement discursivo - graphique. Educational Studies in Mathematics, 57, 229-263.

Downloads

Download data is not yet available.

Similar Articles

1 2 3 > >> 

You may also start an advanced similarity search for this article.