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Volume 34, Number 3, pages 297-316 (2023)
https://doi.org/10.26830/symmetry_2023_3_297
UNLOCKING MATHEMATICAL POTENTIAL: THE IMPACT OF DYNAMIC SYMMETRY ACTIVITIES ON LEARNING AND TEACHING MATHEMATICS
Percy Sepeng
Department of Natural Science Teaching, Sol Plaatje University, Kimberly, South Africa
Email: percy.sepeng@spu.ac.za
ORCID: 0000-0003-4017-6898
Abstract: The theoretical article argues for the use of dynamic symmetry tasks to influence the teaching and learning of mathematics. The theoretical grounding of this article persuades the reader to understand how the use of dynamic symmetry in mathematics classrooms may be an effective teaching approach to improve mathematical conceptual understanding as well as students’ critical thinking. This approach considers feedback, visualisation, and active learning in mathematics training. In addition, the article examined the prospective obstacles and constraints of employing dynamic symmetry activities in the realm of mathematics education and proposes strategies for mitigating these challenges. The article concludes by examining the implications of the theoretical framework for mathematics education. The study advocates for the integration of inventive and dynamic methodologies in the teaching and learning of mathematics education.
Keywords: Mathematics education, dynamic symmetry activities, real-world applications, teaching strategies, professional development, technology, virtual manipulatives
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