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Axial Symmetry in Primary School Through a Milieu Based on Visual Programming

Gorde:
Argitaratua izan da:Digital Experiences in Mathematics Education vol. 10, no. 3 (Dec 2024), p. 352
Egile nagusia: Crisci, Rosamaria
Beste egile batzuk: Dello Iacono, Umberto, Ferrara Dentice, Eva
Argitaratua:
Springer Nature B.V.
Gaiak:
Artifacts
Curricula
Symmetry
Cognition & reasoning
Students
Data analysis
Programming languages
Computer programming
Knowledge
Programming
Design
Didacticism
Algorithms
Elementary school students
Geometry
Learning
Digital technology
Mathematics Skills
Basic Skills
Student Characteristics
Environment
Influence of Technology
Geometric Concepts
Reflection
Educational Methods
Learning Processes
Educational Technology
Mathematics Education
Program Implementation
Student Participation
Elementary Schools
Problem Solving
Mathematical Concepts
Learner Engagement
Computer Use
Elementary School Curriculum
Educational Strategies
Grade 4
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Laburpena:This paper outlines the design and application of a didactic sequence aimed at facilitating primary students’ understanding of axial symmetry, utilizing a combination of digital artefacts and paper tasks. We wondered to what extent the designed didactic sequence is able to make primary school students formulate and validate effective programming strategies to construct symmetrical images with respect to an axis and identify the key properties of axial symmetry. Data analysis from a study carried out with fifth-grade students shows a link between the evolution of students’ programming strategies and the construction of mathematical knowledge related to the definition of axial symmetry. The digital artefact and the paper tasks were effective in bringing out programming strategies and some of the key properties of axial symmetry. However, the designed didactic sequence was not enough to allow students to identify all properties related to axial symmetry, and a subsequent intervention by the teacher was necessary. The results of the experimentation led us to expand the paper tasks with additional questions for students.
ISSN:2199-3246
2199-3254
DOI:10.1007/s40751-024-00146-9
Baliabidea:Science Database