NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090123
Record Type: Journal
Publication Date: 2012
Pages: 23
Abstractor: As Provided
ISSN: ISSN-1479-4802
Proof and Proving in the Classroom: Dynamic Geometry Systems as Tools of Semiotic Mediation
Mariotti, Maria Alessandra
Research in Mathematics Education, v14 n2 p163-185 2012
The objective of this paper is to discuss the didactic potential offered by the use of a Dynamic Geometry System (DGS) in introducing students to theoretical thinking and specifically to the practice of proof. Starting from a discussion about what constitutes the general objective in developing students' sense of proof, the notion of Theorem is introduced as a system consisting of a statement, a proof, and a theory within which such a proof make sense. The paper discusses how the use of Dynamic Geometry Systems may support the teacher's intent to achieve her educational goal. The Theory of Semiotic Mediation provides the main theoretical reference for describing and explaining the role of Dynamic Geometry Systems in fostering the development of students' sense of theorems. Examples will be presented drawn from teaching experiments involving 9th and 10th grade students, illustrating how semiotic potential may unfold in the solution of specific tasks. The didactical focus consists in exploiting the semiotic potential of a DGS, especially the use of Cabri tools and particular dragging modalities that may function as tools of semiotic mediation.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools; Grade 10
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Italy
Grant or Contract Numbers: N/A