Developing Primary School Students’ Formal Geometric Definitions Knowledge by Connecting Origami and Technology
Budinski Natalija 1 * , Zsolt Lavicza 2, Kristof Fenyvesi 3, Dragica Milinković 4
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1 Petro Kuzmjak School, SERBIA2 Johannes Kepler University, AUSTRIA3 University of Jyväskylä, FINLAND4 University of East Sarajevo, BOSNIA AND HERZEGOVINA* Corresponding Author

Abstract

In this paper, we present opportunities with the uses of origami and technology, in our case GeoGebra, in teaching formal geometric definitions for fifth-grade primary school students (11-12yrs). Applying origami in mathematical lessons is becoming to be recognized as a valuable tool for improving students’ mathematical knowledge. In previous studies, we developed origami and technology activities for high-school mathematics, but we wanted to explore if such approach would work in primary school as well. For this reason, we chose a flat origami model оf the crane and we used this model to introduce students to basic geometrical notions and definitions, such as points, lines, intersections of lines and angles. To complement mathematical ideas from paper folding we also employed mathematical software GeoGebra, to further ideas and extend students’ mathematical toolkits. However, to be able to use software, students would already need basic conceptions of geometric definitions and then the use of the software clearly add to solidifying their knowledge. We believe that the combination hands-on activities and technology could contribute to discovery learning and enhancing students’ understanding of geometric definitions and operations.

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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, 2020, Volume 15, Issue 2, Article No: em0569

https://doi.org/10.29333/iejme/6266

Publication date: 02 Nov 2019

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Article Downloads: 1798

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