Implementation of Abstract Data Types in Dynamic Sketches for Learning Geometry

Egle Jasute,Valentina Dagiene

doi:10.15388/infedu.2014.12

Abstract

A long-term observation of students’ usage of a dynamic geometry in a classroom at all grade levels has challenged to develop an approach for learning and understanding mathematics in an easier way for both students and teachers. The paper deals with the results of a study that investigates the process and outcomes of the implementation of abstract data types in dynamic sketches (by composing scripts) for learning geometry. Four abstract data types have been developed and defined using algebraic specifications. The development of a dynamic sketch scenario with the implementation of these abstract data types is presented in detail. An example of creating an interactive microworld, using abstract data types, is presented and discussed as well.

Highlights

The existing literature on students’ conceptions of mathematics indicates that students at all grade levels have difficulties with understanding geometric sketches
Information technologies became an important part of the mathematics education process
One of such tools is a group of programs called a dynamic geometry

Summary

Introduction

The existing literature on students’ conceptions of mathematics indicates that students at all grade levels have difficulties with understanding geometric sketches. To improve mathematical skills of all students in a classroom is one of the most difficult problems for mathematics teachers. Information technology is one of the modern tools which can help both teachers and students in the learning process. A lot of various educational software and learning objects are offered for teachers and students. A dynamic geometry is one of such tools for both teachers and students. A dynamic geometry is aimed to improve students’ geometric skills and to make their knowledge deeper and more significant (Dagienė and Jasutienė, 2008) (Dagienė et al, 2007). A dynamic geometry is a relatively complex tool for a mathematics teacher due to several reasons: first, the dynamic geometry constructions are based on hierarchy, so in order to construct a sketch, a teacher must have (or acquire) enough skills in developing algorithms and programs; second, most tools of the dynamic geometry’s software are rather complex for the teacher (Hohenwarter et al, 2007)

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Conclusion