View in EDS PDF Full Text

An Electronic Geometric Compass Approach to Tracking Geometric Constructions for Formative Assessment.

Saved in:
Bibliographic Details
Title: An Electronic Geometric Compass Approach to Tracking Geometric Constructions for Formative Assessment.
Authors: Yasuno, Fumiko1 fumiko@nier.go.jp, Miyazawa, Hiroshi2 hiroshi.miyazawa@wacom.com, Tsuchida, Yoichi2 yoichi.tsuchida@wacom.com, Asakura, Tomo2 tomo.asakura@wacom.com, Ito, Masamitsu2 masamitsu.ito@wacom.com, Horie, Toshihiko2 toshi.horie.wac@gmail.com, Nakagawa, Masaki3 nakagawa@cc.tuat.ac.jp
Source: International Journal for Technology in Mathematics Education. 2026, Vol. 33 Issue 2, p47-56. 10p.
Subject Terms: *Educational technology, *Mathematics education, *Formative evaluation, *Learning strategies, Geometrical constructions, Drawing instruments, Mental rotation
Abstract: Geometric construction is a key component of mathematics education worldwide, supporting the development of spatial reasoning, logical thinking, and geometric proof. Although dynamic geometry software such as GeoGebra and Cinderella has broadened opportunities for digital exploration, virtual compasses may lack the tactile realism and procedural clarity of traditional instruments, which may influence students' understanding of the construction steps and underlying concepts. To address this issue, we developed an electronic geometric compass that replicates the structure and function of a physical compass while capturing detailed process data. The device replaces the pencil with an electronic pen and equips the needle with a position sensor, enabling both stroke data and needle coordinates to be recorded in InkML format. A nationwide study involving 100 Japanese upper-secondary students who completed 20 classical construction tasks demonstrated that the electronic geometric compass effectively captures learners' strategies, hesitations, and trial-and-error behaviour. These findings highlight the potential of this hybrid analogue-digital tool to enhance formative assessment, provide deeper insight into learners' geometric reasoning, and support the development of future automated evaluation and personalised feedback systems. [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
Description
Abstract:Geometric construction is a key component of mathematics education worldwide, supporting the development of spatial reasoning, logical thinking, and geometric proof. Although dynamic geometry software such as GeoGebra and Cinderella has broadened opportunities for digital exploration, virtual compasses may lack the tactile realism and procedural clarity of traditional instruments, which may influence students' understanding of the construction steps and underlying concepts. To address this issue, we developed an electronic geometric compass that replicates the structure and function of a physical compass while capturing detailed process data. The device replaces the pencil with an electronic pen and equips the needle with a position sensor, enabling both stroke data and needle coordinates to be recorded in InkML format. A nationwide study involving 100 Japanese upper-secondary students who completed 20 classical construction tasks demonstrated that the electronic geometric compass effectively captures learners' strategies, hesitations, and trial-and-error behaviour. These findings highlight the potential of this hybrid analogue-digital tool to enhance formative assessment, provide deeper insight into learners' geometric reasoning, and support the development of future automated evaluation and personalised feedback systems. [ABSTRACT FROM AUTHOR]
ISSN:17442710
DOI:10.1564/tme_v33.2.02