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Proof in dynamic geometry environments

Record type: Article

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.

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Citation

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).

More information

Published date: December 2000
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.
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

Identifiers

Local EPrints ID: 63766
URI: http://eprints.soton.ac.uk/id/eprint/63766
ISSN: 0013-1954
PURE UUID: fbde7fd7-ce26-4367-b4b5-2ebb9951ac16
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 30 Oct 2008
Last modified: 17 Jul 2017 14:15

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Contributors

Author: Keith Jones ORCID iD
Author: Ángel Gutiérrez
Author: Maria Alessandra Mariotti

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