Document Type
Article
Publication Date
2-2018
Publication Title
Journal of Educational Technology & Society
Volume
21
Issue
1
Pages
59-69
Abstract
Empirical evidence indicates that students are not learning geometry with relational understanding of the concepts. Studies have shown that digital technologies can support students in mathematics. The purpose of this study was to find which technologies and technological affordances are specific to learners of geometry. This paper presents the results of a configurative thematic synthesis of empirical studies and theoretical papers to show that dynamic geometry environments (DGEs: including 3D DGEs) and logobased environments were the main types of technologies used to support geometry learners. The results of this study also reveal that there are five main technological supports provided to geometry learners - visualization, manipulation, cognitive tools, discourse promoters, and ways of thinking.
ORCID
0000-0002-1775-8219 (Crompton)
Original Publication Citation
Crompton, H., Grant, M. R., & Shraim, K. Y. H. (2018). Technologies to enhance and extend children's understanding of geometry: A configurative thematic synthesis of the literature. Journal of Educational Technology & Society, 21(1), 59-69.
Repository Citation
Crompton, Helen; Grant, Melva R.; and Shraim, Khitam Y. H., "Technologies to Enhance and Extend Children's Understanding of Geometry: A Configurative Thematic Synthesis of the Literature" (2018). Teaching & Learning Faculty Publications. 45.
https://digitalcommons.odu.edu/teachinglearning_fac_pubs/45
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Science and Mathematics Education Commons
Comments
This article is open access under the Creative Commons CC-BY-ND-NC license.