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

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