Description of the activated mathematical knowledge of the triangle concept in three empirical contexts
Felicitas Pielsticker 1 *
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1 University of Siegen, Siegen, GERMANY* Corresponding Author

Abstract

The paper addresses concept formation processes of students in the field of geometry. More precisely, the paper deals with the questions of what knowledge do students activate about triangles in different contexts with different (digital) tools and furthermore what content-related meaning do they give to the concept of triangles? Methodologically, we use the descriptive framework of empirical theories for the analysis of our case study. The students develop different notion of the concept of triangles, using three empirical contexts like 3D pen, dynamic geometry software and pencil paper in an activity that allow students to construct the characteristics of triangles. In this article, we focus on how the students in our case study (further) develop and give meaning to the concept of triangle, which is central in geometry, in three empirical contexts; thus, engage in concept formation processes.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2022, Volume 17, Issue 4, Article No: em0697

https://doi.org/10.29333/iejme/12170

Publication date: 16 Jun 2022

Article Views: 743

Article Downloads: 701

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