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ERIC Number: EJ858054
Record Type: Journal
Publication Date: 2009
Pages: 13
Abstractor: As Provided
Reference Count: 63
ISSN: ISSN-1744-2710
The Role of Dynamic Geometry Software in High School Geometry Curricula: An Analysis of Proof Tasks
Oner, Diler
International Journal for Technology in Mathematics Education, v16 n3 p109-121 2009
In this study, I examine the role of dynamic geometry software (DGS) in curricular proof tasks. I investigated seven US high school geometry textbooks that were categorised into three groups: technology-intensive, standards-based, and traditional curricula. I looked at the frequency and purpose of DGS use in these textbooks. In addition, I examined if proof opportunities were provided within their DGS-using activities. My findings suggest that DGS is not a central aspect of either traditional or standards-based curricula. Most DGS use appears in the teacher's edition of these textbooks and remains as optional. While DGS is used for exploration, justification, and verification purposes in standards-based and technology-intensive curricula, traditional curricula employ DGS only for exploration purposes. In addition, the technology-intensive curriculum and one standards-based curriculum mostly fail to offer proof opportunities within their DGS-based proof tasks. This has important implications for students who are studying within these curricula, given teachers' limited conceptions about mathematical proof. In addition, the low level use of DGS in geometry curricula raises the issue of technology integration, which may not be a clear-cut process. (Contains 8 figures and 1 table.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A