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dc.contributor.authorCamacho Machín, Matías 
dc.contributor.authorSantos Trigo, Manuel
dc.contributor.authorOlvera Martínez, Carmen
dc.date.accessioned2023-12-27T21:06:22Z
dc.date.available2023-12-27T21:06:22Z
dc.date.issued2018
dc.identifier.isbn978-3-319-99861-9
dc.identifier.urihttp://riull.ull.es/xmlui/handle/915/35100
dc.description.abstractThe aim of the study is to analyse and discuss ways of reasoning that high school teachers develop in a problem-solving environment that fosters the systematic use of digital technologies. Results indicate that they relied on a dynamic geometry system’s affordances to initially make sense of problem statements to formulate a set of conjectures or relationships that involve mathematical parameters’ behaviours. Initially these conjectures were empirically validated or through visual and quantitative arguments; but later the same arguments were a source to think with an algebraic support. Throughout the activities, the participants engaged in mathematical reflection to reconcile visual, geometric and algebraic or analytical approaches.en
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofBroadening the scope of research on mathematical problem solving: a Focus on technology, creativity and affect. Springer. 2018.
dc.titleHigh School Teachers' Use of a Dynamic Geometry System to Formulate Conjectures and to Transit from Empirical to Geometric and Algebraic Arguments in Problem-Solving Approachesen
dc.typeinfo:eu-repo/semantics/bookPart
dc.identifier.doi10.1007/978-3-319-99861-9_4
dc.subject.keywordDigital technologiesen
dc.subject.keywordMathematical problem-solvingen
dc.subject.keywordConjecturesen
dc.subject.keywordDynamic geometry system (DGS)en


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  • DAMAT. Análisis Matemático
    Documentos de investigación (artículos, libros, capítulos de libros, ponencias...) publicados por investigadores del Departamento de Análisis Matemático

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