The Theory of Transactional Distance as a Framework for the Analysis of Computer-Aided Teaching of Geometry

摘要

In this paper, difficulties of students in the case of computer-mediated teaching of geometry in a traditional classroom are considered within the framework of 'transactional distance', a concept well known in distance education. The main interest of this paper is to record and describe in detail the different forms of 'distance' during students' efforts to cope with tasks concerning the calculation of the area of irregular shapes.