The role of contradiction and uncertainty in promoting the need to prove in Dynamic Geometry environments

By Nurit Hadas, Rina Hershkowitz, Baruch B. Schwarz. 2000

167 citations recorded by the source corpus.

Subfields: Education, Geometry and Topology, Theoretical Computer Science

View Paper: https://www.semanticscholar.org/paper/965ffae4e505269ad65f844beeefa3e674ad8748

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Andreas J. Stylianides
2. Patricio G. Herbst
3. Deborah Loewenberg Ball
4. Susan D. Nickerson
5. Ivy Kidron
6. Greisy Winicki-Landman
7. Francis Lopez-Real
8. Colette Laborde

In Geometry and Topology

1. Francis Lopez-Real
2. Greisy Winicki-Landman
3. Allen Leung
4. Andreas J. Stylianides
5. Patricio G. Herbst
6. Susan D. Nickerson
7. Ivy Kidron
8. O. Zaslavsky

In Theoretical Computer Science

1. Andreas J. Stylianides
2. Patricio G. Herbst
3. Deborah Loewenberg Ball
4. Francis Lopez-Real
5. Greisy Winicki-Landman
6. Allen Leung
7. Susan D. Nickerson
8. Ivy Kidron

Citations in the corpus

• 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”
• Understanding and describing mathematical knowledge for teaching: knowledge about proof for engaging students in the activity of proving (2008, background): “Rather, proving tasks in these situations arise naturally from students’ work as they explore mathematical phenomena, examine particular cases, discuss alternative hypotheses, and generate conjectures (see, e.g., Balacheff, 1990; Hadas, Hershkowitz, & Schwarz, 2000; Mason, Burton, & Stacey, 1982; ”
• Meeting the Challenges of Mathematics Teacher Education through Design and Use of Tasks that Facilitate Teacher Learning (2008, result): “This impasse is similar to what Hadas, Hershkowitz, and Schwarz (2000) discuss.”
• Interactions with Diagrams and the Making of Reasoned Conjectures in Geometry (2004, methodology): “…merely the clear communication and logical sorting of obvious statements has prompted efforts to involve geometry students in conjecturing and problem solving—some of them in the context of using the measurement capabilities of dynamic geometry software (Hadas, Herschkovitz, and Schwartz 2000).”
• Dragging as a conceptual tool in dynamic geometry environments (2006, background): “In all cases, this transitional leap is the result of dragging activity in DGE (see [2–5]).”
• The Need for Proof and Proving: Mathematical and Pedagogical Perspectives (2011, background): “Some recent research studies on the teaching and learning of proof have examined the role of cognitive confl ict as a driving force for creating a need for proof amongst students (e.g., Hadas et al. 2000 ; Stylianides and Stylianides 2009b ; Zaslavsky 2005 ; cf. also Brown 2003 ) .”