The University of Southampton
University of Southampton Institutional Repository

Research on the use of dynamic geometry software: implications for the classroom

Research on the use of dynamic geometry software: implications for the classroom
Research on the use of dynamic geometry software: implications for the classroom
This review examines research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. The research is categorised under three main headings: interacting with the software, designing teaching activities and learning to prove. Overall, existing research indicates 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 in determining the efficacy of student learning.
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
1898611408
27-29
Association of Teachers of Mathematics
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Edwards, Julie-Ann
Wright, David
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Edwards, Julie-Ann
Wright, David

Jones, Keith (2005) Research on the use of dynamic geometry software: implications for the classroom. In, Edwards, Julie-Ann and Wright, David (eds.) Integrating ICT Into The Mathematics Classroom. Derby, GB. Association of Teachers of Mathematics, pp. 27-29.

Record type: Book Section

Abstract

This review examines research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. The research is categorised under three main headings: interacting with the software, designing teaching activities and learning to prove. Overall, existing research indicates 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 in determining the efficacy of student learning.

Text
Jones_research_use_DGS_2005.pdf - Accepted Manuscript
Available under License Other.
Download (306kB)

More information

Published date: 1 October 2005
Additional Information: This article is a reprint of the article that first appeared in MicroMath, 18(3), 18-20.
Keywords: 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
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 18815
URI: http://eprints.soton.ac.uk/id/eprint/18815
ISBN: 1898611408
PURE UUID: 0ad06f17-313f-4c5b-8aa6-52c68383dd04
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 12 Dec 2005
Last modified: 15 Mar 2024 06:08

Export record

Contributors

Author: Keith Jones ORCID iD
Editor: Julie-Ann Edwards
Editor: David Wright

Download statistics

Downloads from ePrints over the past year. Other digital versions may also be available to download e.g. from the publisher's website.

View more statistics

Atom RSS 1.0 RSS 2.0

Contact ePrints Soton: eprints@soton.ac.uk

ePrints Soton supports OAI 2.0 with a base URL of http://eprints.soton.ac.uk/cgi/oai2

This repository has been built using EPrints software, developed at the University of Southampton, but available to everyone to use.

We use cookies to ensure that we give you the best experience on our website. If you continue without changing your settings, we will assume that you are happy to receive cookies on the University of Southampton website.

×