Abstract
This study is aimed at characterization of action strategies in DGE (Cabri 3D),
by using a measure of visual difficulty of 2-D sketches depicting 3-D
geometric situations (specifically, of cubes with auxiliary structures), as a tool
allowing dynamic monitoring of the problem-solving processes. Twenty-one
students, seven of high, seven of medium and seven of low spatial ability level,
were engaged in DGE-supported solving spatial geometry problems of
different visual difficulty levels, during individual work-sessions, immediately
followed by semi-structured interviews. The data analysis consisted of
identification of changes in the visual difficulty of the sketches undertaken by
the students on the computer screen and of their problem-solving moves, as
expressed in the interview verbatim. Findings show that learners work with
DGS to reduce visual difficulty in a nonlinear process, that is influenced by the
individual spatial skills, the initial visual difficulty of the problem, as well as
the solution-stage in which the software is introduced. Significant differences
in the strategies employed by students of different spatial ability levels, for
solving spatial geometry problems, can be explained by differences in the
structure of knowledge of experts versus novices. Consequently, these findings
have important implications for teaching spatial geometry with DGS.
by using a measure of visual difficulty of 2-D sketches depicting 3-D
geometric situations (specifically, of cubes with auxiliary structures), as a tool
allowing dynamic monitoring of the problem-solving processes. Twenty-one
students, seven of high, seven of medium and seven of low spatial ability level,
were engaged in DGE-supported solving spatial geometry problems of
different visual difficulty levels, during individual work-sessions, immediately
followed by semi-structured interviews. The data analysis consisted of
identification of changes in the visual difficulty of the sketches undertaken by
the students on the computer screen and of their problem-solving moves, as
expressed in the interview verbatim. Findings show that learners work with
DGS to reduce visual difficulty in a nonlinear process, that is influenced by the
individual spatial skills, the initial visual difficulty of the problem, as well as
the solution-stage in which the software is introduced. Significant differences
in the strategies employed by students of different spatial ability levels, for
solving spatial geometry problems, can be explained by differences in the
structure of knowledge of experts versus novices. Consequently, these findings
have important implications for teaching spatial geometry with DGS.
| Translated title of the contribution | Characterizing Action Strategies in a 3-D Dynamic Geometry Environment |
|---|---|
| Original language | Hebrew |
| Title of host publication | 13th Chais Conference for the Study of Innovation and Learning Technologies |
| Editors | Y. Eshet-Alkalai, I. Blau, A. Caspi, S. Etgar, N. Geri, Y. Kalman, V. Silber-Varod |
| Place of Publication | Ra'anana |
| Pages | 53-61 |
| Number of pages | 9 |
| State | Published - 2018 |