![]() ![]() When good teaching leads to bad results: The disasters of “well-taught” mathematics courses. Lifting the curtain: The evolution of the Geometer’s Sketchpad. Principles and standards for school mathematics. National Council of Teachers of Mathematics. International Journal of Computers for Mathematical Learning, 6(3), 257-281. Justifying and proving in the Cabri environment. Greenwich, CT: Information Age Publishing. Blume (Eds.), Handbook of research on technology in the learning and teaching of mathematics: Syntheses and perspectives. The learning of geometry with technology at the secondary level. Hollebrands, K.F., Laborde, C., & Straesser, R. Dynamic geometry environments: What’s the point? Mathematics Teacher, 87, 716717. Journal for Research in Mathematics Education, 38(2), 164-192. The role of a dynamic software program for geometry in the strategies high school mathematics students employ. From drawing to construction with the Geometer’s Sketchpad. Geometer’s Sketchpad: Does it clarify theorems and postulates for geometry students? Unpublished doctoral dissertation, Scholarly Texts and Research at Valdosta State University.įinzer, W.F., & Bennett, D.S. References View References & Citations MapĬhomskis, C.A., & Hinkle, V. San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE). Dodge (Eds.), Proceedings of SITE 2010-Society for Information Technology & Teacher Education International Conference (pp. Balancing Traditional and Technological Approaches to Geometric Constructions. This article will consider the relative advantages and disadvantages of using dynamic software packages such as Geometer’s Sketchpad verses the more traditional straightedge and compass for the purposes of completing geometric constructions. Since that time, math educators have struggled to achieve a workable definition of this phrase. The National Council of Teachers of Mathematics stressed “appropriate use of technology” in their groundbreaking document, Principles and Standards for School Mathematics (NCTM, 1989). Abstract: For more than two decades, debate has swirled around the issue of allowing students to use various technological tools as they learn mathematics as opposed to more traditional approaches to mathematical processes. ![]()
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