Jones, Keith (1995) Dynamic geometry contexts for proof as explanation. In, Justifying and Proving in School Mathematics. London, GB. Institute of Education, pp. 142-154.
Abstract
Providing a mathematics curriculum that makes proof accessible to school students appears to be difficult. This paper describes work carried out in a secondary school mathematics class in which students worked on tasks designed to enable them to experience the necessity of certain geometrical facts that are true in Euclidean geometry. In these tasks, the students were asked to construct figures using the dynamic geometry package Cabri-Géomètre such that each figure was invariant when any basic object used in the construction was dragged. It is argued that working on these tasks provided the students with suitable experiences to enable them to explain why these geometrical facts are necessarily true. The changing quality of the students' mathematical analysis suggests that working on suitable tasks with a dynamic geometry package may allow some students to develop an appreciation of proof as explanation.
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- Faculties (pre 2018 reorg) > Faculty of Social, Human and Mathematical Sciences (pre 2018 reorg) > Southampton Education School (pre 2018 reorg) > Mathematics, Science & Health Education (pre 2018 reorg)
Current Faculties > Faculty of Social Sciences > Southampton Education School > Southampton Education School (pre 2018 reorg) > Mathematics, Science & Health Education (pre 2018 reorg)
Southampton Education School > Southampton Education School (pre 2018 reorg) > Mathematics, Science & Health Education (pre 2018 reorg) - Faculties (pre 2011 reorg) > Faculty of Law Arts & Social Sciences (pre 2011 reorg) > Education (pre 2011 reorg) > Mathematics and Science Education (pre 2011 reorg)
Current Faculties > Faculty of Social Sciences > Southampton Education School > Education (pre 2011 reorg) > Mathematics and Science Education (pre 2011 reorg)
Southampton Education School > Education (pre 2011 reorg) > Mathematics and Science Education (pre 2011 reorg)
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