Implications for the classroom: Research on the use of dynamic geometry software
Implications for the classroom: Research on the use of dynamic geometry software
This article summarise the research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. This review is not intended to be exhaustive, rather the research is categorised under three main headings: interacting with the software, designing teaching activities and learning to prove. Overall, the research has found 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.
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
18-20
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
2002
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Jones, Keith
(2002)
Implications for the classroom: Research on the use of dynamic geometry software.
Micromath, 18 (3), .
Abstract
This article summarise the research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. This review is not intended to be exhaustive, rather the research is categorised under three main headings: interacting with the software, designing teaching activities and learning to prove. Overall, the research has found 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.
Text
Jones_MM_DGS_2002.pdf
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More information
Published date: 2002
Additional Information:
A research bibliography on dynamic geometry software is provided in the same issue of the journal [MicroMath, 18(3)] pp44-45. The pdf file available with this eprint includes this bibliography.
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: 14689
URI: http://eprints.soton.ac.uk/id/eprint/14689
ISSN: 0267-5501
PURE UUID: a393632f-aff1-4090-b1f8-13521d550482
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Date deposited: 22 Feb 2005
Last modified: 15 Mar 2024 05:30
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