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Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013
Open a private space, in particular geometry and math in general, to find good problems
with new resources (Saidon, 1998)
Applications made with Cabri II Plus dynamic software, include two modules in
this work, the first is the design of a functional and structural bridge based on
geometric concepts which are posteriors to the engineering approach, this was
taken to a physical scale model and its behavior was analyzed in the laboratory.
The second module consists on showing the behavior of dissolved chemical
concentrations in solvent fluids which are constantly flowing in tanks, this way is
possible to understand graphically the behavior of the exchange rate of such
solutions respect to time, using the concept of "change reason" applied to integral
calculus and expressing it with geometric constructions through dynamic
geometry software.
Using Cabri II Plus software as a simulation pattern, additionally for the first
module a scale prototype was constructed. This, based on classroom experience
and developed in the Dynamic Software seedbed, and now argued theoretically
giving continuity to the research training process.
PROBLEM STATEMENT AND JUSTIFICATION
The problem begins with the following questions:
What geometrical concepts are useful in structural design?
What visual input can be set to facilitate the understanding of chemical solutions
problem situations?
Analyzing the problem of many people in the student community in physical
issues, in particular with the geometric visualization of these, an opportunity to
interpret its geometric nature was found, basing on software Cabri II Plus
modeling tools, which allowed us to focus on provide geometric solutions for a
bridge construction according the given specifications and geometrical model for
the chemical concentrations variation in a tank, using integral calculus
applications.
The main objective is to show how dynamic geometry can be used creatively to
promote understanding of concepts applied to specific problems. To do so,
determinate through the dynamic geometry resource and using the software Cabri
II Plus, the construction requirements of civil structures considering that there is
not a deep understanding of concepts related to civil engineering, minimizing
impediments for design and physical modeling these structures.
Moreover, the intention is to provide a contribution to the university community
which helps improve the perception and understanding of the application of "rate
of change" concept in the integral calculus approach, using the resource of
Dynamic Geometry Software.
Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013
MATHEMATICS TEACHING
New technological tools.
From the teachers perception, New technologies define discipline development
and individual study primacy, under a self-taught methodology which allows to
know and discerning problems of both man and contemporary society, these tools
make teachers raise new concerns about their mathematics teaching strategies and
the communication with the students effectiveness.
Youth receive constantly opinions of society issues, science and culture in general,
due to the advances in the way we access information makes them to keep their
senses willing for individuals diversity knowledge, social groups and the
interaction in which the same being is immersed. This is important, while what is
seeing is being used and is imagined as a formative guide, while recognizing that
the main subject current and future development is the same.
The new technologies make institutions to assume the responsibility to respond
for this new order, because of the social requirement about students having a basic
culture, being able to extend their learning and understand the environment in
which they are.
By introducing technology in these knowledge institutions is necessary to look like
a social laboratory as a technical mission. (Castro, 1991)
Then, it is necessary for all educators to consider the possibilities offered by new
technologies - particularly the computational tools, such as Cabri II Plus, displaying
all creativity and imagination forms to find better ways to take them to the
classroom and use them to promote the integral development of studentss logical
and abstract thinking.
Cabri Software.
Cabri was taken as a mediation tool allowing also observe students' difficulties
when they analyze the different representations of the function.
"Some of the detected mistakes happen because of the confusion between different
representations, due to the characteristics transfer of one representation to
another. The most relevant confusions are: graphic-design, graphic verbal,
interval-point visual confusion and confusion caused by personal experience, that
certainly can act simultaneously making it difficult to interpret or graph
construction ". (Fabra Lasalvia & Deulofeu Piquet, 2000)
The possibility to move figures (dragging) maintaining the same structural
relationships, is a manipulation form, the execution of computer representations,
which contributes to the realism of those geometric objects. (Armella, 2000)
Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013
According to (Torregrosa & Quesada, 2007) in his analysis of the theoretical model
proposed by (Duval, 1998) where refers to the basic problems of the geometry
teaching, and which defines the geometric activity involves three cognitive
processes: visualization, reasoning and construction. Keep in mind that these
processes should be developed separately, also proposed to recognize the different
processes of both reasoning and visualization as evidence that the coordination
between visualization and reasoning can occur only after this work of
differentiation.
Visualization:
Visual identification and 2D and
3D configurations.
Apprehension mode.
Construccin:
Ruler and Compass
Geometric Software
Reasoning:
Natural language to name,
describe or argue.
Definitions, theorems for
deductive organization
Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013
If support is placed at the light midpoint which form the end supports of a beam,
the acting loads on this beam are distributed more evenly. For this was applied
Construction and the "bisector of a segment of" concept. The arcs are a structural
shape that fits greater lights, and allows the application of the moments law for
the gravitational loads distribution. For this was applied a circumference
construction by three points, and the arc subtended at the circumference support
points.
Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013
When radial voltages are applied which bond the arch truss together with the
rolling surface, the charge located at the light center point is distributed in the
truss and is concentrated at the nodes of such an item. For this construction was
applied slope of the line to the bow, in the nip a perpendicular was drawn and is
illustrated precisely the points at which they should have a tension cables.
(lvarez, 2003)
RESULTS.
Data collected description, its presentation should be in narrative form, without
adding tables or graphs. In the case of research proposal indicates expected
results; if corresponds to Ongoing research indicates to partial results, if
corresponds to completed Research indicates outcomes.
For the first module, the following results were generated
1. Three constructs are postulated whose geometric shape features contain
structural concepts applied and proven by physics.
2. Was defined in the Cabri software designing an arch bridge, which has
benefits in their model dynamics and exclusive application of geometric
concepts.
3. We confirmed the functionality of the methodology testing the model in the
X CONCURSO DE ESTRUCTURAS EIA to take first place in its category.
For module two:
1. Postulated geometric constructions whose characteristics simulate the
behavior of the variation of the chemical concentration in a tank.
2. It is posible to display the fundamental theorem of calculus.
3. Intuitively its built difference concept centered numerical differentiation.
CONCLUSIONS OF EXPERIENCES.
For the first module:
Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013
RECOMMENDATIONS.
In this investigative process, concerns remain unresolved, and are the daily
teaching and learning process, thats why it is necessary to give continuity to this
ideas laboratory in the academic exercise, in the University of Medellin is from the
monitoring practice given by students for students, in order to find answers to the
following question.
BIBLIOGRAPHY
Torregrosa, G., & Quesada, H. (2007). Coordination of cognitive processes in geometry.
Revista latinoamericana de investigacin en matemtica educativa.
lvarez, E. (2003). Elementos de Geometra. Medellin.: Universidad de Medellin.
Armella, l. M. (2000). Instrumentos Matemticos Computacionales. Recuperado el 11 de
agosto de 2013, de REDuteka: http://www.eduteka.org/Tema3.php
Castro, M. (1991). La educacin en la era de la informtica: qu da resultado y qu no /
coord. ISBN 1-886938-48-2, 30-42.
Duval, R. (1998). Geometry from a cognitive point of wiew. Registres smiotiques et
apprentissages itellectuels.
Fabra Lasalvia, M., & Deulofeu Piquet, J. (2 de julio de 2000). Construccin de grficos de
funciones: Continuidad y prototipos. Revista Latinoamericana de Investigacion en
Matemtica Educativa., 207-230.
Laborde, J. M. (2006). Explorar Nuevas Dimensiones. Nuevas Dimensiones. Bogot.
Saidon, L. (s.f.). Centro Babbage.
Saidon, L. (1998). En Haciendo Geometra I. Centro Babbage.
Villiers, M. d. (1999). Algunos desarrollos en enseanza de la geometria (3).
Wellman, L. (2003). Aplicaciones de Vectores en el espacio. En Geometra Descriptiva (pg.
Pag336.).
Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013