Year: 2009
Type: conference-paper
Abstract: Research has shown that the tools provided by dynamic geometry systems impact students’ approach to investigating open problems in Euclidean geometry. We particularly focus on types of processes that might be induced by certain uses of tools available in Cabri. Building on the work of Arzarello (Arzarello et al., 1998) and Olivero (1999, 2002), we have conceived a model describing some cognitive processes that may occur during the production of conjectures and proofs in a dynamic geometry environment and that might be related to the use of specific dragging schemes. Moreover, we hypothesize that such cognitive processes could be induced by introducing students to the use of dragging schemes.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2181601072