Development and Artefact-Fidelity Evaluation of STEAM-Oriented Geometry Resources Using a Python-Supported GeoGebra Workflow
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Keywords
STEAM education, dynamic geometry, GeoGebra, Python-supported validation, teaching resource development
Abstract
Dynamic-geometry resources need tasks that link manipulation to an explainable geometric relation and remain technically inspectable when teachers adapt them. This study develops two STEAM-oriented GeoGebra activities and examines their artefact fidelity through a Python-supported, GeoGebra-based workflow. In Triangular Bridge-Frame Exploration, learners vary sliders, measure a triangle, and justify a bridge-frame design decision. In Transformation-Pattern Design, they construct a motif and justify a visual pattern after rotation, reflection, and translation. Python remains teacher-facing and checks the shared specification. A remote AutoDL SSH audit covered five display cases, a 165-case triangle grid, six out-of-range triangle inputs, 25 audited angles, and two out-of-range angles. All in-range cases met the declared conditions, whereas every out-of-range input was rejected. The transformation check covers rotation, reflection, and translation as one sequence. The results verify artefact fidelity across display, grid, and boundary cases; they do not provide classroom-outcome evidence. A classroom-evaluation protocol is therefore specified as the next step.
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