Providing a Foundation for Deductive Reasoning: Students' Interpretations when Using Dynamic Geometry Software and Their Evolving Mathematical Explanations

By Keith Jones. 2000

320 citations recorded by the source corpus.

Subfields: Computer Science Applications, Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/2e93b37f722da11e6034f85163988a664e2f56be

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In Computer Science Applications

In Developmental and Educational Psychology

In Education

Citations in the corpus

Generalizing-Promoting Actions: how Classroom Collaborations Can Support Students Mathematical Generalizations (2011, background): “Studies support the notion that students’ reflection on the results they observe when working with dynamic software can influence the direction of their mathematical investigations (Hollebrands, 2007), and several researchers have investigated the various affordances of dynamic software that may sup”
Approaching Proof in a Community of Mathematical Practice (2008, background): “…with students’ investigations (Alibert, 1988; Haddas & Hershkowitz, 1998, 1999; Schalkwijk, Bergen, & Rooij, 2001), the use of technology in teaching of proof (Jones, 2000; Laborde, 2000; Mariotti, 2000) and how to help students in transition to more formal proof (Chin & Tall, 2000; Moore, 1994).”
Proof in School Mathematics: Insights from Psychological Research into Students' Ability for Deductive Reasoning (2008, background): “…a role in facilitating students’ use of deductive reasoning in the context of proof (e.g., Balacheff, 1991; Ball & Bass, 2003; Boero et al., 1996; Herbst, 2002a; Jones, 2000; Lampert, 1992; Mariotti, Bussi, Boero, Ferri, & Garutti, 1997; Stylianides, 2007b, 2007c; Weber, 2001; Yackel & Cobb, 1996).”
The Hidden Role of Diagrams in Students’ Construction of Meaning in Geometry (2005, background): “As reflected by four papers of a special issue devoted to proof in Dynamic Geometry environments (Hadas et al., 2000; Jones, 2000; Marrades & Guttierez, 2000; Mariotti, 2000) it seems that such environments break down the traditional separation between action (as manipulation associated to observa”
International group for the psychology of mathematics education (2008, methodology): “The survey items were taken from similar instruments devised by Howard, Perry, and Lindsay (1997) and Van Zoest, Jones, and Thornton (1994) and were originally part of a forty-item survey that was shortened after use in a pilot study. The audio-taped interview required Andrew to: reflect upon his ow”
Two aspects of young children’s thinking about different types of dynamic triangles: prototypicality and inclusion (2015, background): “Jones (2000) examined students’ (12-year-old) interpretations of quadrilaterals and relationships when using dynamic geometry software and suggests that carefully designed tasks, sensitive teacher input and a classroom environment that encourages conjecturing and a focus on mathematical explanation…”