Research on the use of dynamic geometry software: implications for the classroom
Integrating ICT into the Mathematics Classroom.
Association of Teachers of Mathematics
- Accepted Manuscript
Available under License Other.
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.
||This article is a reprint of the article that first appeared in MicroMath, 18(3), 18-20.
||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
||Mathematics, Science & Health Education
||12 Dec 2005
||16 Apr 2017 23:08
|Further Information:||Google Scholar|
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