A Synthesis of Frameworks to Describe Students' Geometric Thinking while Working on Technology-Based Dynamic Geometry Tasks.

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Bibliographic Details
Title:	A Synthesis of Frameworks to Describe Students' Geometric Thinking while Working on Technology-Based Dynamic Geometry Tasks.
Authors:	Hoyes Jr., Michael¹ mbhoyes@ncsu.edu, Hollebrands, Karen¹, Mojica, Gemma¹, Chandler, Kayla², Ellis, Ruby¹
Source:	International Journal for Technology in Mathematics Education. 2025, Vol. 32 Issue 4, p145-163. 19p.
Subject Terms:	Curriculum frameworks, Classroom dynamics, Digital learning, Geometry education, *Curriculum, Digital technology, Geometric analysis
Abstract:	This paper presents the Technology-Based Geometric Thinking Framework for analyzing students' geometric thinking within dynamic geometry environments (DGEs). The framework identifies four interconnected dimensions: engaging in exploration, developing and applying definitions, investigating invariance, and generating explanations, justifications, and proofs. By synthesizing established geometric theories with DGE-specific interactions, this framework provides researchers a structured approach for examining how technology mediates geometric thinking, illustrated through the analysis of student interactions with a dynamic geometry task. This framework has the potential to inform curriculum design, teacher practice, and the development of digital tools by offering a structured lens for interpreting students' geometric reasoning in technology-rich contexts. While this study draws on a single task with a small sample of students, the framework lays groundwork for broader application and further validation. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	This paper presents the Technology-Based Geometric Thinking Framework for analyzing students' geometric thinking within dynamic geometry environments (DGEs). The framework identifies four interconnected dimensions: engaging in exploration, developing and applying definitions, investigating invariance, and generating explanations, justifications, and proofs. By synthesizing established geometric theories with DGE-specific interactions, this framework provides researchers a structured approach for examining how technology mediates geometric thinking, illustrated through the analysis of student interactions with a dynamic geometry task. This framework has the potential to inform curriculum design, teacher practice, and the development of digital tools by offering a structured lens for interpreting students' geometric reasoning in technology-rich contexts. While this study draws on a single task with a small sample of students, the framework lays groundwork for broader application and further validation. [ABSTRACT FROM AUTHOR]
ISSN:	17442710
DOI:	10.1564/tme_v32.4.01