Providing the motivation to prove in a dynamic geometry environment
Providing the motivation to prove in a dynamic geometry environment
The use of dynamic geometry software may provide opportunities to improve the teaching and learning of mathematical proof within the context of plane geometry. Yet, it seems, if the approach to proving continues to emphasise a standardised linear deductive presentation, little improvement in student conceptions may result. This paper considers the design of geometrical tasks that could provide the motivation to prove.
pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, DGS, DGE, Euclid, Euclidean, proving, conjecture, conjecturing
91-96
Mogetta, Catia
1f04f0d3-af83-479b-b1e3-c9038581a5f0
Olivero, Federica
49d47c55-a251-4736-aae1-9dfd7f3c4038
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
1999
Mogetta, Catia
1f04f0d3-af83-479b-b1e3-c9038581a5f0
Olivero, Federica
49d47c55-a251-4736-aae1-9dfd7f3c4038
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Mogetta, Catia, Olivero, Federica and Jones, Keith
(1999)
Providing the motivation to prove in a dynamic geometry environment.
Proceedings of the British Society for Research into Learning Mathematics, 19 (2), .
Abstract
The use of dynamic geometry software may provide opportunities to improve the teaching and learning of mathematical proof within the context of plane geometry. Yet, it seems, if the approach to proving continues to emphasise a standardised linear deductive presentation, little improvement in student conceptions may result. This paper considers the design of geometrical tasks that could provide the motivation to prove.
Text
Mogetta_etc_BSRLM_19-2_1999.pdf
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More information
Published date: 1999
Keywords:
pedagogy, curriculum, teaching, learning, intuition, geometry, intuitive, drawing, measurement, imagining, manipulating, figures, mathematics, England, geometric, geometrical, deductive reasoning, proof, school, national curriculum, ICT, dynamic geometry, DGS, DGE, Euclid, Euclidean, proving, conjecture, conjecturing
Organisations:
Mathematics, Science & Health Education
Identifiers
Local EPrints ID: 41297
URI: http://eprints.soton.ac.uk/id/eprint/41297
ISSN: 1463-6840
PURE UUID: b0fa0131-64d8-4b42-aabe-7d82966f7cee
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Date deposited: 16 Aug 2006
Last modified: 15 Mar 2024 08:27
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Contributors
Author:
Catia Mogetta
Author:
Federica Olivero
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