High school students’ understandings of geometric transformations in the context of a technological environment

By Karen F. Hollebrands. 2003

160 citations recorded by the source corpus.

Subfields: Computer Science Applications, Education

View Paper: https://www.semanticscholar.org/paper/81bf4a05563502edfab72010348ea103ddce0813

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Computer Science Applications

1. Violeta Yurita
2. Aysen Ozerem
3. James E. Corter
4. Doris Zahner
5. Nathalie Sinclair
6. Buket Akkoyunlu

In Education

1. Violeta Yurita
2. Aysen Ozerem
3. James E. Corter
4. Doris Zahner
5. Nathalie Sinclair
6. Jim Gleason
7. Jeremy Zelkowski
8. Buket Akkoyunlu

Citations in the corpus

• To be or to become: how dynamic geometry changes discourse (2008, background): “Researchers such as Battista (2002), Hollebrands (2003), Mariotti (2000), and Yu and Barrett (2002) have investigated the characteristic forms of reasoning that DGEs give rise to and that often have no counterpart in traditional learning environments.”
• The Process of Probability Problem Solving: Use of External Visual Representations (2010, background): “A number of studies have found that the use of " Geometer's Sketchpad, " a geometry graphing computer program, can be helpful in developing students' concepts and problem solving in geometry (Hannafin, Burruss, & Little, 2001; Hannafin & Scott, 1998; Hollebrands, 2003; Weaver & Quinn, 1999).”
• Developing and Validating a Reliable TPACK Instrument for Secondary Mathematics Preservice Teachers (2013, background): “…Kasimatic, & Gialamas, 2009; Bos, 2007; Doerr & Zangor, 2000; Duda, 2011; Dugdale & Kibbey, 1990; Dunham & Dick, 1994; Guckin & Morrison, 1991; Hollebrands, 2003; Kaput, 1995; Li & Ma, 2010; López, 2010; Mitchell, Bailey, & Monroe, 2007; Page, 2002; Schmidt, Kohler, & Moldenhauer, 2009;…”
• Learning Environments Designed According to Learning Styles and Its Effects on Mathematics Achievement (2015, background): “Studies show that Transformation geometry can develop students’ abstract concepts such as consistency, symmetry, analogy, and parallelism and can help to improve their three-dimensional thinking abilities (Flanagan 2001; Hannafin, Truxaw, Vermillion, & Liu, 2008).”