Proof in dynamic geometry contexts
Proof in dynamic geometry contexts
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.
proof, proving, deductive, deduction, intuitive, intuition, geometrical, geometry, conjecture, conjecturing, teaching, learning, curriculum, pedagogy, mathematics, dynamic geometry, DGS, computer, ICT
0792349903
121-128
Hoyles, Celia
9a59c02d-fb32-4ba4-94c9-a8f2162b9113
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1998
Hoyles, Celia
9a59c02d-fb32-4ba4-94c9-a8f2162b9113
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Hoyles, Celia and Jones, Keith
(1998)
Proof in dynamic geometry contexts.
In,
Perspectives on the Teaching of Geometry for the 21st Century.
(An ICMI Study)
London, GB.
Springer, .
Record type:
Book Section
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.
Text
Hoyles_Jones_proof_DGS_1998.pdf
- Accepted Manuscript
Available under License Other.
More information
Published date: 1998
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
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41227
URI: http://eprints.soton.ac.uk/id/eprint/41227
ISBN: 0792349903
PURE UUID: 00d061bb-462e-4472-91ad-ca5b90a71dee
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Date deposited: 02 Aug 2006
Last modified: 15 Mar 2024 08:25
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Contributors
Author:
Celia Hoyles
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