Diagrams in students’ proving activity in secondary school geometry
Diagrams in students’ proving activity in secondary school geometry
In this short paper, our focus is on how secondary school students work with diagrams during proving activity in geometry. Using data from a project investigating the design of dynamic geometry software (DGS) tasks that facilitate students’ proving activity, we found that the students’ discussion settled on various versions of the diagram. Out of six types of diagram that the students found, they concluded that their conjecture was not true for two of the cases. This underlines that the processes involved in using diagrams in mathematics are surprisingly complex, especially the extent to which students are aware of the general result or a specific diagram.
proof, refutation, counterexample, task design, dynamic geometry software, teaching
689-690
Institute of Education, Dublin City University; European Society for Research in Mathematics Education
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Komatsu, Kotaro
22446313-5c59-4d33-a7c2-94684615e98f
22 December 2017
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Komatsu, Kotaro
22446313-5c59-4d33-a7c2-94684615e98f
Jones, Keith and Komatsu, Kotaro
(2017)
Diagrams in students’ proving activity in secondary school geometry.
Dooley, Thérèse and Gueudet, Ghislaine
(eds.)
In Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education : (CERME10, February1-5, 2017).
Institute of Education, Dublin City University; European Society for Research in Mathematics Education.
.
Record type:
Conference or Workshop Item
(Paper)
Abstract
In this short paper, our focus is on how secondary school students work with diagrams during proving activity in geometry. Using data from a project investigating the design of dynamic geometry software (DGS) tasks that facilitate students’ proving activity, we found that the students’ discussion settled on various versions of the diagram. Out of six types of diagram that the students found, they concluded that their conjecture was not true for two of the cases. This underlines that the processes involved in using diagrams in mathematics are surprisingly complex, especially the extent to which students are aware of the general result or a specific diagram.
Text
Jones&Komatsu_diagrams_proving_geometry_CERME10_2017
- Accepted Manuscript
More information
Accepted/In Press date: 13 March 2017
Published date: 22 December 2017
Additional Information:
The copyright page of the full proceedings says "Copyright 2017 left to the authors". As I retain the copyright, I can provide the publication as open access.
Venue - Dates:
10th Congress of the European Society for Research in Mathematics Education (CERME10), Dublin City University, Dublin, Ireland, 2017-02-01 - 2017-02-05
Keywords:
proof, refutation, counterexample, task design, dynamic geometry software, teaching
Identifiers
Local EPrints ID: 419745
URI: http://eprints.soton.ac.uk/id/eprint/419745
PURE UUID: 72c232e1-4b3a-4020-8670-5b7e643e2f2c
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Date deposited: 20 Apr 2018 16:30
Last modified: 15 Mar 2024 19:25
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Contributors
Author:
Kotaro Komatsu
Editor:
Thérèse Dooley
Editor:
Ghislaine Gueudet
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