The drag in a dynamic geometry program. Its domain of validity as a matter of interaction between students and teachers
For more than two years we have been developing an investigation that aims to study the process of production of geometric and didactic knowledge of a group of teacher-students in interaction with their teachers, as a result of a work of geometric constructions mediated by the use of the program Geo...
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación
2022
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/REM/article/view/37472 |
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I10-R366-article-374722022-05-17T18:50:21Z The drag in a dynamic geometry program. Its domain of validity as a matter of interaction between students and teachers El arrastre en un programa de geometría dinámica. Su dominio de validez como asunto de interacción entre estudiantes y docentes Arias, Daniel Grimaldi, Verónica Itzcovich, Horacio Murúa, Rodolfo Segal, Silvia Geometría dinámica Arrastre Enseñanza de la geometría Dynamic geometry Drag Teaching geometry For more than two years we have been developing an investigation that aims to study the process of production of geometric and didactic knowledge of a group of teacher-students in interaction with their teachers, as a result of a work of geometric constructions mediated by the use of the program GeoGebra. The use of this program introduces a variable studied by different authors that makes adifference with the work in pencil and paper: the possibility of impregnating movement to the drawings that are constructed, that is, “dragging” them. The analysis that we developed of the work carried out by the teacher-students, around geometric constructions, has allowed us to question our selves about the relationship between dragging, the properties of the figure and the validity of the construction. In this context, “the dragging test” and its relationship with the use of certain properties was insufficient for us to interpret the elaborations of the teacher-students in terms of knowledge production.In this article we propose to problematize this issue from the analysis of some episodes that occurred in the classes of the Geometry Seminar of the Bachelor of Mathematics Teachingfor Primary Education of the National Pedagogical University (Unipe). Desde hace más de dos años venimos desarrollando una investigación que se propone estudiar el proceso de producción de conocimientos geométricos y didácticos de un grupo de docentes-estudiantes en interacción con sus profesores, a raíz de un trabajo de construcciones geométricas mediado por el uso del programa GeoGebra. El uso de dicho programa introduce una variable estudiada por diferentes autores y autoras que marca una diferencia con el trabajo en lápiz y papel: la posibilidad de impregnarle movimiento a los dibujos que se construyen, es decir, “arrastrarlos”. El análisis que realizamos del trabajo desarrollado por los y las docentes-estudiantes, en torno a las construcciones geométricas, nos permitió interrogarnos acerca de la relación entre el arrastre, las propiedades de la figura y la validez de lo construido. En este contexto, la idea de “soportar el arrastre” y su relación con el uso de ciertas propiedades nos resultó insuficiente para interpretar las elaboraciones de los y las docentes-estudiantes en términos de producción de conocimiento. En este artículo nos proponemos problematizar este asunto a partir del análisis de algunos episodios acontecidos en las clases del Seminario de Geometría de la Licenciatura en Enseñanza de la Matemática para la Educación Primaria de la Universidad Pedagógica Nacional (Unipe). Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación 2022-04-29 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo evaluado por pares application/pdf https://revistas.unc.edu.ar/index.php/REM/article/view/37472 10.33044/revem.37472 Revista de Educación Matemática; Vol. 37 Núm. 1 (2022); 7-30 1852-2890 0326-8780 spa https://revistas.unc.edu.ar/index.php/REM/article/view/37472/37585 https://creativecommons.org/licenses/by-sa/4.0/ |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
| repository_str |
R-366 |
| container_title_str |
Revista de Educación Matemática |
| language |
Español |
| format |
Artículo revista |
| topic |
Geometría dinámica Arrastre Enseñanza de la geometría Dynamic geometry Drag Teaching geometry |
| spellingShingle |
Geometría dinámica Arrastre Enseñanza de la geometría Dynamic geometry Drag Teaching geometry Arias, Daniel Grimaldi, Verónica Itzcovich, Horacio Murúa, Rodolfo Segal, Silvia The drag in a dynamic geometry program. Its domain of validity as a matter of interaction between students and teachers |
| topic_facet |
Geometría dinámica Arrastre Enseñanza de la geometría Dynamic geometry Drag Teaching geometry |
| author |
Arias, Daniel Grimaldi, Verónica Itzcovich, Horacio Murúa, Rodolfo Segal, Silvia |
| author_facet |
Arias, Daniel Grimaldi, Verónica Itzcovich, Horacio Murúa, Rodolfo Segal, Silvia |
| author_sort |
Arias, Daniel |
| title |
The drag in a dynamic geometry program. Its domain of validity as a matter of interaction between students and teachers |
| title_short |
The drag in a dynamic geometry program. Its domain of validity as a matter of interaction between students and teachers |
| title_full |
The drag in a dynamic geometry program. Its domain of validity as a matter of interaction between students and teachers |
| title_fullStr |
The drag in a dynamic geometry program. Its domain of validity as a matter of interaction between students and teachers |
| title_full_unstemmed |
The drag in a dynamic geometry program. Its domain of validity as a matter of interaction between students and teachers |
| title_sort |
drag in a dynamic geometry program. its domain of validity as a matter of interaction between students and teachers |
| description |
For more than two years we have been developing an investigation that aims to study the process of production of geometric and didactic knowledge of a group of teacher-students in interaction with their teachers, as a result of a work of geometric constructions mediated by the use of the program GeoGebra. The use of this program introduces a variable studied by different authors that makes adifference with the work in pencil and paper: the possibility of impregnating movement to the drawings that are constructed, that is, “dragging” them. The analysis that we developed of the work carried out by the teacher-students, around geometric constructions, has allowed us to question our selves about the relationship between dragging, the properties of the figure and the validity of the construction. In this context, “the dragging test” and its relationship with the use of certain properties was insufficient for us to interpret the elaborations of the teacher-students in terms of knowledge production.In this article we propose to problematize this issue from the analysis of some episodes that occurred in the classes of the Geometry Seminar of the Bachelor of Mathematics Teachingfor Primary Education of the National Pedagogical University (Unipe). |
| publisher |
Unión Matemática Argentina - Facultad de Matemática, Astronomía, Física y Computación |
| publishDate |
2022 |
| url |
https://revistas.unc.edu.ar/index.php/REM/article/view/37472 |
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