RT info:eu-repo/semantics/bookPart
T1 High School Teachers' Use of a Dynamic Geometry System to Formulate Conjectures and to Transit from Empirical to Geometric and Algebraic Arguments
in Problem-Solving Approaches
A1 Camacho Machín, Matías
A1 Santos Trigo, Manuel
A1 Olvera Martínez, Carmen
K1 Digital technologies
K1 Mathematical problem-solving
K1 Conjectures
K1 Dynamic geometry system (DGS)
AB The 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.
PB Springer
SN 978-3-319-99861-9
YR 2018
FD 2018
LK http://riull.ull.es/xmlui/handle/915/35100
UL http://riull.ull.es/xmlui/handle/915/35100
LA en
DS Repositorio institucional de la Universidad de La Laguna
RD 06-ago-2024