Designing dynamic geometry tasks that support the proving process


Mogetta, C., Olivero, F. and Jones, K. (1999) Designing dynamic geometry tasks that support the proving process. Proceedings of the British Society for Research into Learning Mathematics, 19, (3), 97-102.

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Description/Abstract

A major challenge for mathematics education is to find ways in which proof in geometry has communicatory, exploratory, and explanatory functions alongside those of justification and verification. Ongoing research is suggesting that providing students with tasks which state “prove that…” might actually inhibit students’ capacity for proving. In contrast, open tasks which favour a dynamic exploration of a statement and encourage the use of transformational reasoning may allow students to reconstruct, in terms of properties and relationships, all the elements needed in the proof. In this report we consider the transforming of closed problem into open ones and discuss the use of dynamic geometry software, such as Cabri, in such a process.

Item Type: Article
ISSNs: 1463-6840 (print)
Related URLs:
Keywords: pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, DGS, DGE, Euclid, Euclidean, proof, proving, conjecture, conjecturing
Subjects: L Education > LB Theory and practice of education > LB2361 Curriculum
L Education > LB Theory and practice of education
L Education > L Education (General)
Divisions: University Structure - Pre August 2011 > School of Education > Professional Practice & Pedagogy
ePrint ID: 41296
Date Deposited: 15 Aug 2006
Last Modified: 27 Mar 2014 18:26
URI: http://eprints.soton.ac.uk/id/eprint/41296

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