Facilitating the Teaching and Learning of Geometric Transformations Through Motion Animation

Nicole Panorkou and Douglas Platt

Geometric transformations have been viewed as a skill that can be learned and exploited in its own right, or a way to analyze students’ ways of thinking (Moyer, 1978; Willford, 1972; Xistouri & Pitta-Pantazi, 2011).  While these approaches have been meaningful, the advent of digital technology has opened opportunities for a more dynamic approach to studying and learning geometric transformations. Building on preceding research on how modeling can foster the utility of mathematical concepts (Noss & Hoyles, 2006; Simpson, Hoyles and Noss, 2005; Ainley, Pratt and Hansen, 2006), the aims of this workshop are to explore the multi-representational software Graphs ‘N Glyphs (Confrey and Maloney, 2006) and to discuss the way that it aided elementary school students’ learning of geometric transformations through the use of a teaching experiment based around the software.

 

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