Proof in dynamic geometry environments

Jones, Keith, Gutiérrez, Ángel and Mariotti, Maria Alessandra (2000) Proof in dynamic geometry environments Educational Studies in Mathematics, 44, (1-3), pp. 1-3. (doi:10.1023/A:1012706005027).


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This article suggests that there is a range of evidence that working with dynamic geometry software affords students possibilities of access to theoretical mathematics, something that can be particularly elusive with other pedagogical tools. Yet the paper concludes that further research into the use dynamic geometry software to support the development of students’ mathematical thinking could usefully focus on the nature of the tasks students tackle, the form of teacher input, and the role of the classroom environment and culture.

Item Type: Article
Digital Object Identifier (DOI): doi:10.1023/A:1012706005027
Additional Information: This article is the Guest Editorial for a PME special issue, the first outcome of the PME Special Issue series of the journal. This is the author accepted revised published by the journal in September 2005 with a correction to the publication date.
ISSNs: 0013-1954 (print)
Related URLs:
Keywords: teaching, learning, pedagogy, curriculum, appropriation of learning, computer environments, deductive reasoning, dynamic geometry software, geometry, mathematical explanation, mathematisation, mathematization, mediation of learning, quadrilaterals, secondary school, sociocultural theory, dgs, dge, euclid, euclidean, proof, proving, conjecture, conjecturing

Organisations: Mathematics, Science & Health Education
ePrint ID: 63766
Date :
Date Event
December 2000Published
Date Deposited: 30 Oct 2008
Last Modified: 16 Apr 2017 17:23
Further Information:Google Scholar

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