Dynamic geometry, implication and abduction: a case study
In this paper we illustrate the role of dynamic geometry as an environment that propitiates the use of empirical explorations to favor learning to prove. This is possible thanks to abductive processes, related to the establishment of implications that university students of a plane geometry course c...
- Autores:
-
Samper, Carmen
Camargo, Leonor
Perry, Patricia
Molina, Óscar
- Tipo de recurso:
- Fecha de publicación:
- 2012
- Institución:
- Universidad de los Andes
- Repositorio:
- Séneca: repositorio Uniandes
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uniandes.edu.co:1992/32057
- Acceso en línea:
- http://hdl.handle.net/1992/32057
http://funes.uniandes.edu.co/2052/
- Palabra clave:
- Geometría (matemáticas superiores)
Razonamiento
Estudio de casos
Software
Educación / Licenciaturas
- Rights
- openAccess
- License
- Attribution-NonCommercial-NoDerivatives 4.0 Internacional
| Summary: | In this paper we illustrate the role of dynamic geometry as an environment that propitiates the use of empirical explorations to favor learning to prove. This is possible thanks to abductive processes, related to the establishment of implications that university students of a plane geometry course carry out when, supported by a dynamic geometry program, they solve a problem in which they must discover a geometric fact, formulate a conjecture and prove it. |
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