Description of the activated mathematical knowledge of the triangle concept in three empirical contexts

Felicitas Pielsticker

doi:10.29333/iejme/12170

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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.

Keywords

concept formation processes
empirical contexts
3D pen
triangle
geometry

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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: 1082

Article Downloads: 970

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Funding

No funding source is reported for this study.

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Declaration of interest: No conflict of interest is declared by the author.

Data sharing statement: Data supporting the findings and conclusions are available upon request from the author.

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How to cite this article

APA

Pielsticker, F. (2022). Description of the activated mathematical knowledge of the triangle concept in three empirical contexts. International Electronic Journal of Mathematics Education, 17(4), em0697. https://doi.org/10.29333/iejme/12170

Vancouver

Pielsticker F. Description of the activated mathematical knowledge of the triangle concept in three empirical contexts. INT ELECT J MATH ED. 2022;17(4):em0697. https://doi.org/10.29333/iejme/12170

AMA

Pielsticker F. Description of the activated mathematical knowledge of the triangle concept in three empirical contexts. INT ELECT J MATH ED. 2022;17(4), em0697. https://doi.org/10.29333/iejme/12170

Chicago

Pielsticker, Felicitas. "Description of the activated mathematical knowledge of the triangle concept in three empirical contexts". International Electronic Journal of Mathematics Education 2022 17 no. 4 (2022): em0697. https://doi.org/10.29333/iejme/12170

Harvard

Pielsticker, F. (2022). Description of the activated mathematical knowledge of the triangle concept in three empirical contexts. International Electronic Journal of Mathematics Education, 17(4), em0697. https://doi.org/10.29333/iejme/12170

MLA

Pielsticker, Felicitas "Description of the activated mathematical knowledge of the triangle concept in three empirical contexts". International Electronic Journal of Mathematics Education, vol. 17, no. 4, 2022, em0697. https://doi.org/10.29333/iejme/12170