A Synthesis of Frameworks to Describe Students' Geometric Thinking while Working on Technology-Based Dynamic Geometry Tasks.
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| 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] |
| Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191031346 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Synthesis of Frameworks to Describe Students' Geometric Thinking while Working on Technology-Based Dynamic Geometry Tasks. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hoyes+Jr%2E%2C+Michael%22">Hoyes Jr., Michael</searchLink><relatesTo>1</relatesTo><i> mbhoyes@ncsu.edu</i><br /><searchLink fieldCode="AR" term="%22Hollebrands%2C+Karen%22">Hollebrands, Karen</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Mojica%2C+Gemma%22">Mojica, Gemma</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Chandler%2C+Kayla%22">Chandler, Kayla</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Ruby%22">Ellis, Ruby</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+for+Technology+in+Mathematics+Education%22">International Journal for Technology in Mathematics Education</searchLink>. 2025, Vol. 32 Issue 4, p145-163. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Curriculum+frameworks%22">Curriculum frameworks</searchLink><br />*<searchLink fieldCode="DE" term="%22Classroom+dynamics%22">Classroom dynamics</searchLink><br />*<searchLink fieldCode="DE" term="%22Digital+learning%22">Digital learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Geometry+education%22">Geometry education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink><br /><searchLink fieldCode="DE" term="%22Geometric+analysis%22">Geometric analysis</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of International Journal for Technology in Mathematics Education is the property of Research Information Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191031346 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1564/tme_v32.4.01 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 145 Subjects: – SubjectFull: Curriculum frameworks Type: general – SubjectFull: Classroom dynamics Type: general – SubjectFull: Digital learning Type: general – SubjectFull: Geometry education Type: general – SubjectFull: Curriculum Type: general – SubjectFull: Digital technology Type: general – SubjectFull: Geometric analysis Type: general Titles: – TitleFull: A Synthesis of Frameworks to Describe Students' Geometric Thinking while Working on Technology-Based Dynamic Geometry Tasks. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hoyes Jr., Michael – PersonEntity: Name: NameFull: Hollebrands, Karen – PersonEntity: Name: NameFull: Mojica, Gemma – PersonEntity: Name: NameFull: Chandler, Kayla – PersonEntity: Name: NameFull: Ellis, Ruby IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 17442710 Numbering: – Type: volume Value: 32 – Type: issue Value: 4 Titles: – TitleFull: International Journal for Technology in Mathematics Education Type: main |
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