Developing Primary School Students’ Formal Geometric Definitions Knowledge by Connecting Origami and Technology

Abstract
In this paper, we present opportunities with the uses of origami and technology, in our case GeoGebra, in teaching formal geometric definitions for fifth-grade primary school students (11-12yrs). Applying origami in mathematical lessons is becoming to be recognized as a valuable tool for improving students’ mathematical knowledge. In previous studies, we developed origami and technology activities for high-school mathematics, but we wanted to explore if such approach would work in primary school as well. For this reason, we chose a flat origami model оf the crane and we used this model to introduce students to basic geometrical notions and definitions, such as points, lines, intersections of lines and angles. To complement mathematical ideas from paper folding we also employed mathematical software GeoGebra, to further ideas and extend students’ mathematical toolkits. However, to be able to use software, students would already need basic conceptions of geometric definitions and then the use of the software clearly add to solidifying their knowledge. We believe that the combination hands-on activities and technology could contribute to discovery learning and enhancing students’ understanding of geometric definitions and operations.
Main Authors
Format
Articles Research article
Published
2020
Series
Subjects
Publication in research information system
Publisher
Modestum Ltd
The permanent address of the publication
https://urn.fi/URN:NBN:fi:jyu-201911054728Use this for linking
Review status
Peer reviewed
ISSN
1306-3030
DOI
https://doi.org/10.29333/iejme/6266
Language
English
Published in
International Electronic Journal of Mathematics Education
Citation
  • Budinski, N., Lavicza, Z., Fenyvesi, K., & Milinković, D. (2020). Developing Primary School Students’ Formal Geometric Definitions Knowledge by Connecting Origami and Technology. International Electronic Journal of Mathematics Education, 15(2), Article em0569. https://doi.org/10.29333/iejme/6266
License
CC BY 4.0Open Access
Additional information about funding
The paper was written during the exchange program supported by CEEPUS in period September 2018- January 2019 at Johannes Kepler University in Linz.
Copyright© 2020 by the authors

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