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Dynamiska geometriprogram och grafiska representationer i R^2 och R^3: En litteraturstudie om hur GeoGebra kan utveckla matematikundervisningen
Linköping University, Department of Mathematics. Linköping University, Faculty of Science & Engineering.
2017 (Swedish)Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
Abstract [sv]

Syftet med denna litteraturstudie var att undersöka vad den matematikdidaktiska forskningen skriver om att använda GeoGebra för att grafiskt representera funktioner och ekvationer i R^2 och R^3. Litteraturstudien fokuserar på att visa hur grafiska representationer med GeoGebra möjligtvis kan utveckla matematikundervisningen för såväl lärare som elever. Litteraturstudien är således av utforskande karaktär och 17 källor har analyserats.

Litteraturstudien visar att matematikdidaktisk forskning om dynamiska geometriprograms (DG) roll i undervisningen fokuserar på geometri, medan matematisk analys hamnar i bakgrunden. Verksamma och blivande gymnasielärare förefaller se GeoGebras potential sträcka sig utöver geometriområdet. Dock kan lärare som ser GeoGebra som enbart ett DG missa att utnyttja dess algebraiska funktioner. Vidare så kan grafiska representationer med DG utveckla matematikundervisningen till att avancerad och tillämpad matematik behandlas mer. Slutligen så lyfts fram att pekdon till datorer styrs på 2D underlag vilket begränsar den dynamiska kontrollen av tredimensionella matematiska objekt.

Abstract [en]

The purpose of this literature review was to examine what mathematics education research writes about using GeoGebra for making graphical representations of functions and equations in R^2 and R^3. The literature review focuses on how graphical representations with GeoGebra possibly could evolve mathematics education for both teachers and students. Therefore, the literature review is explorative and 17 sources has been analysed.

The result of the review indicates that mathematics education research of dynamic geometry systems (DGS) role in education, focuses on the teaching of geometry, while other topics are left in the background. Active and prospective teachers seem to see a potential in using GeoGebra that goes beyond the teaching of geometry. However, teachers who see GeoGebra as simply a DGS might not take advantage of its algebraic functions. Furthermore, graphical representations with DGS could evolve mathematics education to involve advanced and applied mathematics to a higher degree. Finally, pointing devices for computers are controlled on a 2D surface and limits the dynamic control of 3D mathematical objects.

Place, publisher, year, edition, pages
2017. , p. 24
Keywords [sv]
Dynamiska geometriprogram, GeoGebra, grafiska representationer, visuella representationer
National Category
Mathematics
Identifiers
URN: urn:nbn:se:liu:diva-134872ISRN: LiU-LÄR-MA-A--2017/04--SEOAI: oai:DiVA.org:liu-134872DiVA, id: diva2:1077543
Subject / course
Mathematics
Educational program
Teacher Education
Supervisors
Examiners
Available from: 2017-02-28 Created: 2017-02-28 Last updated: 2017-02-28Bibliographically approved

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CiteExportLink to record
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