Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Dynamic Geometry Environments as a Source of Rich Learning Contexts for the Complex Activity of Proving

Dynamic Geometry Environments as a Source of Rich Learning Contexts for the Complex Activity of... Is proof activity in danger with the use of dynamic geometry systems(DGS)? The papers of this special issue report about various teachingsequences based on the use of such DGS and analyse the possible roles ofDGS in both the teaching and learning of proof. This paper is a reaction tothese four papers. Starting from them, it attempts to develop a globaldiscussion about the roles of DGS, by addressing four points: the variety ofpossible contexts for proof in a DGS, the dual nature of proof (cognitiveand social) as reflected in the `milieu' constructed around the use of aDGS, from observing to proving, and the overcoming of the oppositionbetween doing and proving. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Educational Studies in Mathematics Springer Journals

Dynamic Geometry Environments as a Source of Rich Learning Contexts for the Complex Activity of Proving

Educational Studies in Mathematics , Volume 44 (3) – Oct 8, 2004

Loading next page...
 
/lp/springer-journals/dynamic-geometry-environments-as-a-source-of-rich-learning-contexts-CokNcnouLJ

References (10)

Publisher
Springer Journals
Copyright
Copyright © 2000 by Kluwer Academic Publishers
Subject
Education; Mathematics Education; Mathematics, general
ISSN
0013-1954
eISSN
1573-0816
DOI
10.1023/A:1012793121648
Publisher site
See Article on Publisher Site

Abstract

Is proof activity in danger with the use of dynamic geometry systems(DGS)? The papers of this special issue report about various teachingsequences based on the use of such DGS and analyse the possible roles ofDGS in both the teaching and learning of proof. This paper is a reaction tothese four papers. Starting from them, it attempts to develop a globaldiscussion about the roles of DGS, by addressing four points: the variety ofpossible contexts for proof in a DGS, the dual nature of proof (cognitiveand social) as reflected in the `milieu' constructed around the use of aDGS, from observing to proving, and the overcoming of the oppositionbetween doing and proving.

Journal

Educational Studies in MathematicsSpringer Journals

Published: Oct 8, 2004

There are no references for this article.