Developing Primary School Students’ Formal Geometric Definitions Knowledge by Connecting Origami and Technology
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
© 2020 by the authors
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. ...
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Additional information about fundingThe paper was written during the exchange program supported by CEEPUS in period September 2018- January 2019 at Johannes Kepler University in Linz.
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