Interplay between paper-and-pencil activities and dynamic-geometry-environment use during generalisation and proving

Abstract

Digital tools have a potential to change significantly the form of mathematical learning taking place in classrooms, with research pointing to various affordances in comparison with physical tools such as paper-and-pencil environments. Nevertheless, there is a scarcity of research that has examined in-depth the interrelated roles these two types of tools fulfil in mathematics learning. This issue of inter-related roles is important because, when digital tools are incorporated into classrooms, students usually also have notebooks and worksheets within which they carry out actions complementary to their use of digital tools. In this article, we focus on the use of dynamic geometry environments (DGEs) in conjecturing and proving, and, in particular, we examine the interplay between students’ paper-and-pencil activity and their use of a DGE during the producing and proving of a generalisation of a statement. We analyse a series of lessons involving secondary school students (aged 14–15, Grade 9) and show that, while DGE use supported the students in generalising a statement, they were initially unable to prove the generalisation while using the DGE, but subsequently succeeded through their paper-and-pencil activity. Our research illustrates the affordance of paper-and-pencil environments to support students in working on different representations, and thus highlights how the interplay between paper-and-pencil activity and DGE use can be important for the progress of conjecturing and proving. We also show the roles taken by the teacher in supporting the students’ work, and point to the need for further research into the back-and-forth use of digital and physical tools.

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

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