Abstract
This chapter reports on the use of dynamic geometry to support the use of real world contexts to enhance the learning of mathematics in the middle secondary years. Dynamic geometry, either linked to real world images or used to create dynamic simulations, not only can provide opportunities for students to collect real or simulated data to make conjectures, but also can improve their understanding of mathematical concepts or relationships through exploration. Tasks, which access these features, can be valuable for both increasing students’ engagement and their depth of mathematical thinking. The colour, movement and interaction can create a halo effect valued by teachers for its impact on students’ general attitude towards studying mathematics.
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Pierce, R., Stacey, K. (2011). Using Dynamic Geometry to Bring the Real World Into the Classroom. In: Bu, L., Schoen, R. (eds) Model-Centered Learning. Modeling and Simulations for Learning and Instruction, vol 6. SensePublishers. https://doi.org/10.1007/978-94-6091-618-2_4
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DOI: https://doi.org/10.1007/978-94-6091-618-2_4
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