Proof in dynamic geometry environments

Abstract

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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Southampton (e-Prints Soton)

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Last time updated on 02/07/2012

This paper was published in Southampton (e-Prints Soton).

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