Proof in dynamic geometry contexts


Hoyles, C. and Jones, K. (1998) Proof in dynamic geometry contexts. In, Mammana, C. and Villani, V. (eds.) Perspectives on the Teaching of Geometry for the 21st Century. Dordrecht, Netherlands, Kluwer, 121-128. (An ICMI Study).

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Description/Abstract

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.
ISBNs: 0792349903 (hardback)
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 > LB2361 Curriculum
L Education > LB Theory and practice of education
Divisions: University Structure - Pre August 2011 > School of Education > Mathematics and Science Education
ePrint ID: 41227
Date Deposited: 02 Aug 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41227

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