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Geometric Representations Built with GeoGebra for Improving the Visualization and Reasoning Cognitive Process

Geometric Representations Built with GeoGebra for Improving the Visualization and Reasoning Cognitive Process

Claudia Orozco, Erla M. Morales-Morgado
Copyright: © 2017 |Volume: 10 |Issue: 1 |Pages: 20
ISSN: 1938-7857|EISSN: 1938-7865|EISBN13: 9781522511878|DOI: 10.4018/JITR.2017010104
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MLA

Orozco, Claudia, and Erla M. Morales-Morgado. "Geometric Representations Built with GeoGebra for Improving the Visualization and Reasoning Cognitive Process." JITR vol.10, no.1 2017: pp.39-58. http://doi.org/10.4018/JITR.2017010104

APA

Orozco, C. & Morales-Morgado, E. M. (2017). Geometric Representations Built with GeoGebra for Improving the Visualization and Reasoning Cognitive Process. Journal of Information Technology Research (JITR), 10(1), 39-58. http://doi.org/10.4018/JITR.2017010104

Chicago

Orozco, Claudia, and Erla M. Morales-Morgado. "Geometric Representations Built with GeoGebra for Improving the Visualization and Reasoning Cognitive Process," Journal of Information Technology Research (JITR) 10, no.1: 39-58. http://doi.org/10.4018/JITR.2017010104

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Abstract

It is well known that Mathematical Software can be an appropriate tool to improve the teaching-learning mathematic process. This Software allows the teacher and student to build certain geometric facts and consequently, to visualize them. This makes possible to concretize certain abstract mathematic concepts and facilitate their comprehension. However, some are expensive and some people do not have access to it. This paper presents the use of geometric configurations built with GeoGebra as a tool for teaching the definition of vector and its operations. These are Open Educational Resources (OERs), and they were built under the Open Knowledge scheme, so everyone to have access to them. The goal is to investigate, in this context, the possible implicit effects that these OERs have as a didactic strategy to improve the visualization and reasoning cognitive processes. The results of the tests performed show that, in this case, the use of the proposal favored the learning of the presented concepts.

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