Rethinking Digital Technology versus Paper and Pencil in 3D Geometry

Authors

DOI:

https://doi.org/10.56059/jl4d.v9i2.645

Keywords:

3D Geometry, Digital technology, Paper and pencil, Learning, Secondary Education

Abstract

Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.Recognising the relevance of learning Geometry, and in particular 3D Geometry, this study aims to discuss the contributions that digital technology and paper and pencil approaches can bring to students’ learning. We seek, therefore, to identify the differences between the two approaches, and specifically: What factors are relevant in one and the other approach? What does one approach facilitate over the other? A quantitative and a qualitative and interpretive methodology was adopted, and based on a didactic intervention, the students' resolutions of the proposed tasks were analysed. The results obtained show that the experience and prior knowledge of the students with each of the solids involved seems to be decisive in the approach with paper and pencil. However, technology emerges as an enhancing resource when prior knowledge is more fragile. The study also shows differences between the representations supported by the two resources, suggesting the mobilisation of different knowledge by the students in relation to each of the resources.

Author Biographies

Floriano Viseu, Universidade do Minho

Floriano Viseu is an assistant professor at Instituto de Educação – Universidade do Minho (Portugal) and a member of the research center CIEd, being coordinator of the Master's degree in Mathematics Education. He holds a Master‘s and a PhD degree in Education, specializing in Didactics of Mathematics. His research interests are centered in mathematics teachers’ knowledge, education of pre-service teachers, and the technology in teaching and learning activities. Email: fviseu@ie.uminho.pt

Helena Rocha, Faculdade de Ciências e Tecnologia – Universidade NOVA de Lisboa

Helena Rocha is an assistant professor at Faculdade de Ciências e Tecnologia – Universidade NOVA de Lisboa (Portugal) and a member of the research center CICS.NOVA, being coordinator of the Master's degree in Mathematics Education. She holds a Master’s and a PhD degree in Education, specializing in Didactics of Mathematics, and her research interests are centered in mathematics teachers’ knowledge to integrate technology and their professional development. Email: hcr@fct.unl.pt

José Manuel Monteiro, Escola Secundária Carlos Amarante

José Manuel Monteiro is a mathematics school teacher at Escola Secundária Carlos Amarante (Portugal). He has a Master’s in Civil Engineering and another in Mathematics Education. As a school teacher, he is interested in promoting his students’ learning and assumes technology as a possible way of doing that. Email: jmacedomonteiro@gmail.com

 

Published

2022-07-19

How to Cite

Viseu, F., Rocha, H., & Monteiro, J. M. (2022). Rethinking Digital Technology versus Paper and Pencil in 3D Geometry. Journal of Learning for Development, 9(2), 267–278. https://doi.org/10.56059/jl4d.v9i2.645

Issue

Section

Research Articles