DYNAMIC SOFTWARE FOR GEOMETRY AND MATHEMATICS

Fernando Moreno, 2013

Universidad de Medelln, Colombia
lufer.angle@gmail.com
From the academic Civil engineering undergraduate experience it has been
developed in the research process, a didactic strategy using Software Cabri II plus
that allows the student to create appropriate geometric models to solve practical
and particular problem, which can extend from the generality of the software to
other environments where geometry is a fundamental part of mathematical
modeling of the problem, addressing Euclidean geometry and its applications, from
the conception of dynamic geometry.
These tools are used in a differential way to the traditional in the University of
Medellin, to favor the development of abstract thinking and understanding of
applied mathematical concepts of engineering based on physical challenges,
generating significant learning experiences. Showing how the experience of a
geometric construction allows the approach of a concept in a deductive and
intuitive manner with the geometrical view, as fostering mathematical proof for
the interpretation of theorems and its condense to improve the understanding of
the mathematical applications for student attrition, getting the student to falls in
love with his career.
We have approached the proposal involving a change of chip in the relationship of
the teacher with the student and the appropriation of the technological tools that
make the trainee manager of their own knowledge, where the teacher is assumed
as a facilitator.
It is concluded that study of geometry and calculation through the dynamic
software facilitates theoretical understanding by the students and is a potent
instigator to creativity when it comes to proposing solutions; furthermore the
development of geometrical thinking involves at the same time the development of
modeling skills. This proven experimentally by prototype scale models designed
with this methodology, products winners of national contest, competitions on
university creativity and innovation and nodal encounters merits national seed
research in Colombia.

Key words: Geometric construction, mathematical modeling, dynamic geometry,

didactic mathematics.

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

Figure 1. Software Environment geometry.

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

Figure 2. Cognitive Processes, Duval.

Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013

The demonstration on dynamic geometric according Duval:

It has a traditional approach to geometry
Creating doubts about the validity of the empirical observations.
Attempting to create a need for deductive demonstration.
Dynamic tools.
Produce sereval settings easily and quickly.
No need for greater conviction / verification.
One of the most important aspects that he rescues (Duval, 1998) es que estas
herramientas permiten enriquecer y potenciar las tareas de argumentacin entre
los alumnos, que habitualmente ocupan un lugar menor en la clase, debido a que
bsicamente la intervencin en clase del docente se puede limitar a aceptar
verdadero dichos argumentos y validarlos.
In research carried out on "Training and Research on the use of Information
Technology and Communication in Mathematics for ESO and Highschool". A
General Direction of Academic Organization of the Ministry of Education of the
Madrid Comunity Project Directorate and the University Institute of Education
Sciences of the Autonomous University of Madrid and later expanded in Andalucia,
Castilla y Len and Castilla La Mancha.
Researchers Jos Mara Arias Saenz Cabezas and Ildefonso Maza have concluded
that improves student performance in math by 25% on average between Cabr,
Derive, Excel and Internet. (Being Cabr percentage superior to other programs,
with an estimated 30%) (Laborde, 2006)
According (Villiers, 1999) such computer programs were designed with the
specific intent to offer to students with a microworld environment for the
experimental exploration and to have a dynamic geometry software which
encourage: Verification of true conjecture and the false conjectures
counterexamples.
GEOMETRIC APPLICATIONS LABORATORY.

The first module for use:

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)

Figure 3. Geometric Model Bridge in Cabri II

For the second module:

Generate a relationship with the use of mathematical functions allowed in Cabri II

Plus and dynamic display in this software, all this in combination with elements
and processes of descriptive geometry and graphic expression. (Wellman, 2003)

Figure 4. Modeling Chemical Concentrations application, Cabri II

Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013

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:

The geometry study of a structural element optimizes dynamic tools

based on the ability of its analysis and the approach of possible
structural hypotheses.
A fundamental parameter of any structure is its shape, and optimize its
functionality without having to do with the type of material used.
It is possible to check experimentally that Euclidean geometry concepts
applied to physical behavior topic can define a structure.

For the second module:

The geometry and calculation study through dynamic software

facilitates theoretical understanding by students, and is a potent
instigator to creativity when it comes to proposing solutions. The
geometrical thinking development involved while developing skills
modeling and interpretation of specific realities.

Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013

Picture 1. Prototype Arch Bridge in greater efficiency. By Fernando Moreno

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.

Does the study of geometry prepares for life?

Photo 2. Training students, College Camilo Mora. By Fernando Moreno

Dynamic software for Geometry and mathematics - Expo-Sciences International 15-17 September 2013

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