TWG04

TWG 4 Papers

Fadime Ulusoy. A meta-classification for students’ selection of quadrilaterals: the case of trapezoid
Cristina Loureiro & Lurdes Serrazina. Spatial and geometric structuring – contributions for a collective construction
Aurélie Chesnais & Anne-Cécile Mathé. Articulation between students’ and teacher’s activity during sessions about line symmetry
Maria Paula Rodrigues & Lurdes Serrazina. Six years old pupils intuitive knowledge about triangles
Chrysi Papadaki. The transition from 2D to 3D geometry: strategies developed by students with visual impairments
Jacques Douaire & Fabien Emprin. Teaching geometry to students (from five to eight years old)
Marta Pytlak. Paralles, perpendicular – learning geometry through paper-based experiences
Ewa Swoboda. Mathematization of rotation as a didactical task
Joris Mithalal-Le Doze. Combining epistemological and cognitive approaches of geometry with CKC
Alain Kuzniak, Assia Nechache. Using the Geometric Working Spaces in order to plan the teaching of geometry
Lina Brunheira & Joăo Pedro da Ponte. Prospective teachers’ development of geometric reasoning through an exploratory approach
Eszter Herendiné-Kónya. The level of understanding geometric measurement
Xhevdet Thaqi, Joaquim Gimenez & Ekrem Aljimi. The meaning of isometries as function of a set of points and the process of understanding of geometric transformation

Roghayeh Akhbari. Exploring the result of Thales theorem and its relationship to other shapes among Iranian mathematics high school students
Michela Maschietto & Marco Turrini. Approaching conic sections with mathematical machines
Philippe R. Richard & Michel Gagnon. Geogebratutor – an intelligent tutoring system to support learning of geometry
Candaş Uygan, Nilüfer Y. Köse & Dilek Tanişli. Development of preservice teachers’ conceptual knowledge in geometrical transformations: a teaching experiment
Assia Nechache. Signs and validation in the teaching of geometry at the end of compulsory schooling in France: a case analysis