The purpose of this paper is to draw attention to the strategic thinking that students develop facing mathematical games. We hypothesise that prompting a strategic way of thinking within a didactical intervention, called the ‘game-approach’, could improve students’ proving processes and support them in the production of proofs. More precisely, we are designing tasks based on two players’ games in a Multi-touch Dynamic Geometric Environment, in which the discovery of the winning strategy coincides with the discovery of a geometric property. We aim to contribute to the debate on the possibility of cognitive and epistemic unity and to deepen the studies based on dragging practises and their cognitive counterpart.

Game approach with the use of technology: a possible way to enhance mathematical thinking

Soldano C.;Arzarello F.;Robutti O.
2015-01-01

Abstract

The purpose of this paper is to draw attention to the strategic thinking that students develop facing mathematical games. We hypothesise that prompting a strategic way of thinking within a didactical intervention, called the ‘game-approach’, could improve students’ proving processes and support them in the production of proofs. More precisely, we are designing tasks based on two players’ games in a Multi-touch Dynamic Geometric Environment, in which the discovery of the winning strategy coincides with the discovery of a geometric property. We aim to contribute to the debate on the possibility of cognitive and epistemic unity and to deepen the studies based on dragging practises and their cognitive counterpart.
CERME 9 - Ninth Congress of the European Society for Research in Mathematics Education
Prague
4-8 February 2015
Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education
Charles University in Prague, Faculty of Education and ERME
2552
2558
978-80-7290-844-8
https://hal.archives-ouvertes.fr/hal-01289377
games-approach, Logic of Inquiry, Tablet.
Soldano, C., Arzarello, F., Robutti, O.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/2318/1581442
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