Abstract
The emerging Fourth Industrial Revolution (4IR) focuses on smart technology, artificial intelligence, and robotics. Education systems must prepare students for a world where digital–physical artifacts prevail. Education 4.0 is an approach that aims to align with the 4IR, where learner critical skills include complex problem-solving and that involves designing new learning progressions and integrating technology skills into school curricula. This chapter addresses such needs, specifically that of designing a learning progression in geometry where geometrical skills are developed within dynamic geometry environments. In particular, we focus on how dynamic geometry (DG) skills can be progressively developed into cognitive learners’ digital skills that harmonize tensions between visual–spatial reasoning and geometrical–theoretic reasoning, through exploring didactical functionalities in different DG problem-based task designs. This approach illustrates a possible prototypical learning progression that makes use of digital curriculum resources (DCRs) to create integrated learners’ digital skills for mathematical reasoning.
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Notes
- 1.
With didactical functionalities we mean those properties (or characteristics) of a given ICT, and/or its (or their) modalities of employment, which may favor or enhance teaching/learning processes according to a specific educational goal.
- 2.
It is possible to construct a segment of a certain length in most DG programs, but the menu can be modified in such a way to make it suitable for elementary geometrical construction.
- 3.
The expression open problem refers to a task stated in a form such that the solvers do not have specific instructions to be followed: they are left free to explore the problem and draw their own conclusions. The question does not suggest, reveal or anticipate the solution, which may not be unique. Often the resolution process can lead the solver to the formulation of a conjecture expressed as a conditional statement after a (physical or mental) exploration of the situation. (c.f., Arsac et al. 1991; Silver 1995).
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Leung, A., Baccaglini-Frank, A., Mariotti, M.A., Miragliotta, E. (2024). Enhancing Geometric Skills with Digital Technology: The Case of Dynamic Geometry. In: Pepin, B., Gueudet, G., Choppin, J. (eds) Handbook of Digital Resources in Mathematics Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-031-45667-1_15
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