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Proof in dynamic geometry environments

By Keith Jones, Ángel Gutiérrez and Maria Alessandra Mariotti


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

Topics: LB1603, LB2361, QA76
Year: 2000
OAI identifier: oai:eprints.soton.ac.uk:63766
Provided by: e-Prints Soton

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