Learning equidistance through variation: a study with primary school children
Abstract
We present 10 year-old children’s learning moments on equidistance, that occur when experiencing the variation of elements in geometric figures. The intervention was carried out in a public school in Mexico City in three 90-minute sessions. Children used for the first time a dynamic geometry program to construct and explore invariant properties of circumferences, isosceles and equilateral triangles. The results, based on the theory of variation, show that the experience was significant for conceptualizing equidistance, in contrast to collinearity and congruence, when solving geometry problems.Keywords
Learning of geometry, Equidistance conceptualization, Theory of variation, primary school, Dynamic geometryReferences
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