ALEMANIA


Approaching the theoretical world of geometry in fifth grade To examine in depth the possibility of fifth grade elementary students' access to the world of theoretical geometry through situations of empirical exploration with dynamic geometry software. Camargo, L. y Sandoval, I. (2016). Approaching the theoretical world of geometry in fifth grade [Ponencia]. 13th International Congress on Mathematical Education (ICME 13), Hamburgo, Alemania.
Instrumented activity and semiotic mediation: Two frames to describe the conjecture construction process as curricular organizer We document part of the process through which conjectures produced by students, with the aid of the dynamic geometry software Cabri, when they solve proposed geometric problems, become a curriculum organizer in the classroom. We first focus on characterizing students’ instrumented activity recurring to utilization schema, and then describe the teacher’s content management through which the ideas produced by the students become key elements of knowledge construction. Camargo, L., Molina, Ó., Perry, P. y Samper, C. (2013). Instrumented activity and semiotic mediation: Two frames to describe the conjecture construction process as curricular organizer [Ponencia]. 37^th Conference of the International Group for the Psychology of Mathematics Education (PME 37), Kiel, Alemania.

Approaching the theoretical world of geometry in fifth grade

To examine in depth the possibility of fifth grade elementary students' access to the world of theoretical geometry through situations of empirical exploration with dynamic geometry software.

Camargo, L. y Sandoval, I. (2016). Approaching the theoretical world of geometry in fifth grade [Ponencia]. 13th International Congress on Mathematical Education (ICME 13), Hamburgo, Alemania.

Instrumented activity and semiotic mediation: Two frames to describe the conjecture construction process as curricular organizer

We document part of the process through which conjectures produced by students, with the aid of the dynamic geometry software Cabri, when they solve proposed geometric problems, become a curriculum organizer in the classroom. We first focus on characterizing students’ instrumented activity recurring to utilization schema, and then describe the teacher’s content management through which the ideas produced by the students become key elements of knowledge construction.

Camargo, L., Molina, Ó., Perry, P. y Samper, C. (2013). Instrumented activity and semiotic mediation: Two frames to describe the conjecture construction process as curricular organizer [Ponencia]. 37^th Conference of the International Group for the Psychology of Mathematics Education (PME 37), Kiel, Alemania.

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