Konferenzbeitrag
From Physical Model To Proof For Understanding Via DGS:Interplay Among Environments
The widespread use of Dynamic Geometry Software (DGS) is raising many interesting questions and discussions as to the necessity, usefulness and meaning of proof in school mathematics. With these questions in mind, a didactical sequence on the topic “Conics” was developed in a teacher education course tailored for pre-service secondary math methods course. The idea of the didactical sequence is to introduce “Conics” using a concrete manipulative approach (paper folding) then an explorative DGS-based construction activity embedding the need for a proof. For that purpose, the DGS software serves as an intermediary tool, used to bridge the gap between the physical model and the formal symbolic system of proof. The paper will present an analysis of participants’ geometric thinking strategies, featuring proof as an embedded process in geometric construction situations.
- Bibliographic citation
-
Proceedings of the tenth International Conference Models in Developing Mathematics Education. - Dresden : Hochschule für Technik und Wirtschaft, 2009. - S. 464 - 468
- Related object and literature
-
urn:nbn:de:bsz:14-qucosa-79236
qucosa:1658
- Subject
-
Mathematik
- Event
-
Geistige Schöpfung
- (who)
-
Osta, Iman M.
- Event
-
Herstellung
- (who)
-
HTW Dresden
- URN
-
urn:nbn:de:bsz:14-qucosa-80806
- Last update
-
14.03.2025, 8:15 AM CET
Data provider
Sächsische Landesbibliothek - Staats- und Universitätsbibliothek Dresden. If you have any questions about the object, please contact the data provider.
Object type
- Konferenzbeitrag
Associated
- Osta, Iman M.
- HTW Dresden
Other Objects (12)
From Physical Model To Proof For Understanding Via DGS:Interplay Among Environments
Toward Calculus via Real-time Measurements
Creating Desirable Difficulties to Enhance Mathematics Learning
A Good Instruction in Mathematics Education should be Open but Structured
Using a modelling task to Elicit Reasoning about data
Individual Approaches in Rich Learning Situations Material-based Learning with Pinboards
Developing Skills for Successful Learning
Recognising Torres Strait Islander Women’s Knowledges in their Children’s Mathematics Education
School-Mathematics all over the world – some differences
Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?
Mathematics Teacher TPACK Standards and Revising Teacher Preparation
Preventing ‘Pushing for Privileged Passage’: A study of a charter school working to step back from tracking
From Physical Model To Proof For Understanding Via DGS:Interplay Among Environments
Toward Calculus via Real-time Measurements
Creating Desirable Difficulties to Enhance Mathematics Learning
A Good Instruction in Mathematics Education should be Open but Structured
Using a modelling task to Elicit Reasoning about data
Individual Approaches in Rich Learning Situations Material-based Learning with Pinboards
Developing Skills for Successful Learning
Recognising Torres Strait Islander Women’s Knowledges in their Children’s Mathematics Education
School-Mathematics all over the world – some differences
Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?
Mathematics Teacher TPACK Standards and Revising Teacher Preparation
Preventing ‘Pushing for Privileged Passage’: A study of a charter school working to step back from tracking
From Physical Model To Proof For Understanding Via DGS:Interplay Among Environments
Toward Calculus via Real-time Measurements
Creating Desirable Difficulties to Enhance Mathematics Learning
A Good Instruction in Mathematics Education should be Open but Structured
Using a modelling task to Elicit Reasoning about data
Individual Approaches in Rich Learning Situations Material-based Learning with Pinboards
Developing Skills for Successful Learning
Recognising Torres Strait Islander Women’s Knowledges in their Children’s Mathematics Education
School-Mathematics all over the world – some differences
Essential Ingredients that form the basis for Mathematical Learning: What has 20 years of teaching mathematics to teenagers taught me?
Mathematics Teacher TPACK Standards and Revising Teacher Preparation