Using empirical evidence in the process of proving: the case of Dynamic Geometry

• Bulent Guven ^[1] ; Erdem Cekmez ^[1] ; Ilhan Karatas ^[2]
  1. [1] Karadeniz Technical University

     Karadeniz Technical University

     Turquía

     
  2. [2] Zonguldak Karaelmas University, Eregli Faculty of Education, Primary Education Department, Eregli, Zonguldak, Turkey
• Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 29, Nº. 4, 2010, págs. 193-207
• Idioma: inglés
• DOI: 10.1093/teamat/hrq010
• Texto completo no disponible (Saber más ...)
• Resumen

  • With the emergence of Dynamic Geometry Software (DGS), a theoretical gap between the acquisition (inductive) and the justification (deductive) of a mathematical statement has started a debate. Some educators believe that deductive proof in geometry should be abandoned in favour of an experimental approach to mathematical justification. This article provides some indications of how empirical arguments can be used to gain an insight into a proof through investigation and experimentation in a dynamic geometry environment, and shows that DGS can link the inductive and the deductive parts of thinking. Our observations point to the importance of conducting further research to determine the pedagogical principles that will contribute to the successful design of environments that facilitate the transition of students from empirical data to deductive proof.