Proof in dynamic geometry contexts
Hoyles, Celia and Jones, Keith (1998) Proof in dynamic geometry contexts. In, Perspectives on the Teaching of Geometry for the 21st Century. London, GB, Springer, 121-128. (An ICMI Study).
- Accepted Manuscript
Available under License Creative Commons Attribution Non-commercial.
Proof lies at the heart of mathematics yet we know from research in mathematics education that proof is an elusive concept for many mathematics students. The question that this paper raises is whether the introduction of dynamic geometry software will improve the situation – or whether it make the transition from informal to formal proof in mathematics even harder. Through discussion of research into innovative teaching approaches with computers the paper examines whether such approaches can assist pupils in developing a conceptual framework for proof, and in appropriating proof as a means to illuminate geometrical ideas.
|Item Type:||Book Section|
|Additional Information:||The pagination of this final proof copy is exactly as it appears in the published version.|
|Keywords:||proof, proving, deductive, deduction, intuitive, intuition, geometrical, geometry, conjecture, conjecturing, teaching, learning, curriculum, pedagogy, mathematics, dynamic geometry, DGS, computer, ICT|
|Subjects:||L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB2361 Curriculum
|Divisions :||University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
Faculty of Social and Human Sciences > Southampton Education School > Mathematics, Science & Health Education (MSHE)
|Accepted Date and Publication Date:||
|Date Deposited:||02 Aug 2006|
|Last Modified:||31 Mar 2016 12:12|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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