INTERACTIONS AND UNDERSTANDING ABOUT VECTOR IN TWO VIRTUAL ENVIRONMENTS

Abstract

This article comes from a research project focused on learning in virtual environments. Interactions of mathematics under graduates (Study1) and 7th grade students (Study2) in a task on translation are briefly illustrated and analyzed. In Study1 (S1) the subjects interacted in a synchronous device integrated with GeoGebra and in Study2 (S2) in the VLE-Cap. In S1, the analysis was based on written records, screen constructions, tables and graphs – shown in Figures – generated on the Virtual Math Team with GeoGebra (VMTcG) and in S2 was based on written interactions. The way in which subjects constructed what was proposed based on doubts and emerging as is highlighted. The importance of designing tasks that improve the understanding of transformation and functional relationship is emphasized (S1), and the need for more analysis on the forms of vector understanding and on the possibility of visualizations of representations of 2D - 3D translations (S2).