Orchestrating mathematical proof through the use of digital tools

RJ Sutherland, F Olivero, M Weeden

Research output: Chapter in Book/Report/Conference proceedingConference Contribution (Conference Proceeding)

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 contributionOrchestrating mathematical proof through the use of digital tools
Original languageEnglish
Title of host publicationthe 28th Conference of the International Group for the Psychology of Mathematics Education (PME), Bergen, Norway
EditorsM. Johnsen Hoines, Berit Fuglestad
Pages265 - 272
Number of pages8
Volume4
Publication statusPublished - 2004

Bibliographical note

Conference Organiser: PME28

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