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Proof in dynamic geometry contexts

Record type: Book Section

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.

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Citation

Hoyles, Celia and Jones, Keith (1998) Proof in dynamic geometry contexts In, Perspectives on the Teaching of Geometry for the 21st Century. London, GB, Springer pp. 121-128. (An ICMI Study).

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
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 02 Aug 2006
Last modified: 17 Jul 2017 15:32

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