Abstract
This paper explores the role of the teacher in the orchestration of common knowledge and in the interplay between intuitive/empirical and formal aspects within the context of students learning mathematical proof using a dynamic geometry software. The case of a secondary school teacher is discussed through the analysis of her learning initiative which involved the introduction of proof in geometry by using a dynamic geometry software. The analysis shows Marnie’s focus on the relationship between construction and mathematical properties and the difference between proof and demonstration, and the way she orchestrates the work of the whole class in the construction of mathematical proofs
| Translated title of the contribution | Orchestrating mathematical proof through the use of digital tools |
|---|---|
| Original language | English |
| Title of host publication | the 28th Conference of the International Group for the Psychology of Mathematics Education (PME), Bergen, Norway |
| Editors | M. Johnsen Hoines, Berit Fuglestad |
| Pages | 265 - 272 |
| Number of pages | 8 |
| Volume | 4 |
| Publication status | Published - 2004 |