Problem Posing in a Dynamic Geometry Environment and the Development of Mathematical Insights
Engagement in problem posing activities is among the significant activities of teaching and learning mathematics. This engagement might become richer when technology is involved. In this paper, we describe the experience of teachers who were engaged in problem posing within a dynamic geometry environment, present some of their works, and discuss the prominent issues that emerged as a result of their experience.
||Mathematics Education, Problem Posing, “What If Not?” Strategy, Dynamic Geometry Software
The International Journal of Learning, Volume 18, Issue 5, pp.61-70.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 831.468KB).
Lecturer, Mathematics Education, Oranim Academic College of Education, Tivon, Israel
Atara Shriki teaches mathematics and methods courses to undergraduate and graduate students at Oranim–Academic College of Education. She studied mathematics and mathematics education at the Technion, Israel. Her PhD dissertation deals with the mechanism that is associated with the ability to retrieve a stored mathematical knowledge from the long-term memory.
Her research interests concern the professional development of pre-service and in-service teachers.
Emek Yezreel Academic College, Emek Yezreel, Israel
Prof. Ilana Lavy has been a staff member at the Academic College of Emek Yezreel since 2000 in the department of Management Information Systems department. Her PhD dissertation (in the Technion) focused on the understanding of basic concepts in elementary number theory. After finishing her doctorate, she was a postdoctoral research fellow at the Education faculty of Haifa University. Her research interests are in the fields of pre-service and mathematics teachers’ professional development as well as the acquisition and understanding of mathematical and computer science concepts. She has published over sixty papers and research reports (part of them in Hebrew).
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