Fingers-on Geometry: The Emergence of Symmetry in a Primary School Classroom with Multi-touch Dynamic Geometry

Abstract

In this chapter, we describe a research project with first grade children using a multi-touchMulti-touchdynamic geometryDynamic geometrysketch. We approach our analysis through the lens of inclusive materialismInclusive materialism(de Freitas & Sinclair, 2014), which considers the intra-actions involved in the child-device-geometryGeometryassemblages and thus to the way in which new mathematical ideas emerge in this assemblageAssemblage. Drawing on the designDesignexperimentation methodology (de Freitas, 2016), we analyse the assemblage in order to study how concepts such as symmetrySymmetryarise. We therefore seek to investigate the way digital technologyTechnologycan become a device for producing new concepts. We focus particularly on how the multi-touchMulti-touchenvironment, in which geometryGeometryobjects can be continuously dragged with fingers, occasions new gestures and body motions that provide the basis for emerging geometrical ideas.