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
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Dynamic geometry, implication and abduction: a case study |
| title |
Dynamic geometry, implication and abduction: a case study |
| spellingShingle |
Dynamic geometry, implication and abduction: a case study Geometría (matemáticas superiores) Razonamiento Estudio de casos Software Educación / Licenciaturas |
| title_short |
Dynamic geometry, implication and abduction: a case study |
| title_full |
Dynamic geometry, implication and abduction: a case study |
| title_fullStr |
Dynamic geometry, implication and abduction: a case study |
| title_full_unstemmed |
Dynamic geometry, implication and abduction: a case study |
| title_sort |
Dynamic geometry, implication and abduction: a case study |
| dc.creator.fl_str_mv |
Samper, Carmen Camargo, Leonor Perry, Patricia Molina, Óscar |
| dc.contributor.author.none.fl_str_mv |
Samper, Carmen Camargo, Leonor Perry, Patricia Molina, Óscar |
| dc.contributor.other.none.fl_str_mv |
Tso, T.Y. |
| dc.subject.keyword.es_CO.fl_str_mv |
Geometría (matemáticas superiores) Razonamiento Estudio de casos Software |
| topic |
Geometría (matemáticas superiores) Razonamiento Estudio de casos Software Educación / Licenciaturas |
| dc.subject.themes.none.fl_str_mv |
Educación / Licenciaturas |
| description |
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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2012 |
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2012 |
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2020-06-01T16:01:36Z |
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2020-06-01T16:01:36Z |
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Documento de Conferencia |
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Samper, Carmen; Camargo, Leonor; Perry, Patricia; Molina, Óscar (2012). Dynamic geometry, implication and abduction: a case study. En Tso, T.Y. (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Educatio |
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http://hdl.handle.net/1992/32057 |
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10.57784/1992/32057 |
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http://funes.uniandes.edu.co/2052/ |
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reponame:Repositorio Institucional Séneca |
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Samper, Carmen; Camargo, Leonor; Perry, Patricia; Molina, Óscar (2012). Dynamic geometry, implication and abduction: a case study. En Tso, T.Y. (Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Educatio 10.57784/1992/32057 instname:Universidad de los Andes reponame:Repositorio Institucional Séneca repourl:https://repositorio.uniandes.edu.co/ |
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http://hdl.handle.net/1992/32057 http://funes.uniandes.edu.co/2052/ |
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eng |
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eng |
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Attribution-NonCommercial-NoDerivatives 4.0 Internacional |
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http://creativecommons.org/licenses/by-nc-sa/4.0/ |
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(Ed.), Proceedings of the 36th Conference of the International Group for the Psychology of Mathematics Educatiohttp://hdl.handle.net/1992/3205710.57784/1992/32057http://funes.uniandes.edu.co/2052/instname:Universidad de los Andesreponame:Repositorio Institucional Sénecarepourl:https://repositorio.uniandes.edu.co/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. 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