>I have being working with dynamical geometry in a Euclidian Geometry >course. The environment works very well for conjecturing. But for >proving the results that are visually stable... that is another PROBLEM. > >So I am interested in research results that focus on the question: how >to promote in such environment ÃÂforms of thoughtÃÂ which could empower >students in creating proofs. If too general , maybe some key words would >be: theorems in motion, recasting of classical theorems, reasoning >beyond indutive and deductive... >Thanks for your attention >Maria Alice
There is an approach used quite often in mathematics education research to overcome the obstacle of asking students to prove some conjecture that they see as self-evident after dragging on the computer screen. The key question should not be "Is such conjecture true? Prove it", but "Why does such dynamic construction (or figure) remains stable after dragging?" In this way, students are directed to focus the problem from a different viewpoint, that they do not perceive as self-evident.
Look for publications by Alessandra Mariotti and/or Paolo Boero, in proceedings of Psychology of Mathematics Education (PME) conferences and other places.
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