Designing successful learning environments entails drawing on theoretical perspectives on learning while, at the same time, being cognisant of the affordances and constraints of the technology. This paper reports on the development of a...
moreDesigning successful learning environments entails drawing on theoretical perspectives on learning while, at the same time, being cognisant of the affordances and constraints of the technology. This paper reports on the development of a software environment called 3DMath, a dynamic three-dimensional geometry microworld aimed at enabling learners to construct, observe and manipulate geometrical figures in a 3D-like space. During the development of 3DMath, the key elements of visualisation, including theoretical ideas of mental images, external representations, and the processes and abilities of visualisation, were taken into consideration. The aim of this paper is to illustrate how the design of this particular software was informed by these elements of visualisation, as well as by theories related to the philosophical basis of mathematical knowledge and by semiotics. The paper illustrates how the features of software can be designed to take account of relevant theoretical notions and to satisfy the characteristics of instructional techniques that are appropriate to theoretical perspectives on learning.
