Mobile Devices and Touchscreen Technology in Mathematics Education - Meier, Melissa
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This paper sought to investigate the contributions of the use of touchscreen technologies to the development of mathematical thinking. More specifically, it proposed an investigation of singularities in the development of habits of thought in Geometric Modeling activities implemented using touchscreen technology. The choice to work with this technology is based on the theory of Embodied Cognition, which assumes that body and mind are directly related, i.e. in the gesture with the hand, students make their intentions and thoughts evident. As a technological support, the choice of Sketchometry,…mehr

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Produktbeschreibung
This paper sought to investigate the contributions of the use of touchscreen technologies to the development of mathematical thinking. More specifically, it proposed an investigation of singularities in the development of habits of thought in Geometric Modeling activities implemented using touchscreen technology. The choice to work with this technology is based on the theory of Embodied Cognition, which assumes that body and mind are directly related, i.e. in the gesture with the hand, students make their intentions and thoughts evident. As a technological support, the choice of Sketchometry, a dynamic geometry software available for smartphones, is justified, as it has an important role to play in the development of the research proposal, since, through its use, it is possible for the subjects to elaborate and construct geometric models in an embodied way, which is a necessary action for understanding the phenomenon under investigation.
Autorenporträt
She has a degree in Mathematics (2005), a master's degree in Mathematics Teaching (2012) and a PhD in Informatics in Education (2017) from UFRGS. She is currently a professor at the Federal Institute of Santa Catarina - Campus Camboriú. Her areas of interest and research are: computer technology in the teaching and learning of mathematics and mathematics teacher training.