Research on the use of dynamic geometry software: implications for the classroom.
MicroMath, 18, (3), .
This article summarise the research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. This review is not intended to be exhaustive, rather the research is categorised under three main headings: interacting with the software, designing teaching activities and learning to prove. Overall, the research has found that DGS cannot provide a self-contained environment and that the software itself does not necessarily mean that students will learn geometry theory. Research also suggests that it can take quite a long time for the benefits of using DGS to emerge but that this investment is worthwhile in developing students’ knowledge of geometry. The sorts of tasks that students tackle, the form of teacher input and the general classroom atmosphere are all important factors.
||A research bibliography on dynamic geometry software is provided in the same issue of the journal [MicroMath, 18(3)] pp44-45. The pdf file available with this eprint includes this bibliography.
||pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, geometric, geometrical, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, DGS, DGE
||L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > L Education (General)
||University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
||22 Feb 2005
||31 Mar 2016 11:27
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