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.
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.
|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
|Date Deposited:||15 Aug 2006|
|Last Modified:||27 Mar 2014 18:26|
|RDF:||RDF+N-Triples, RDF+N3, RDF+XML, Browse.|
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