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...

Descripción completa

Detalles Bibliográficos
Autores Principales: Samper, Carmen, Camargo, Leonor, Perry, Patricia, Molina, Óscar
Otros Autores: Tso, T.Y.
Formato: Objeto de conferencia (Conference Object)
Lenguaje:Inglés (English)
Publicado: 2020
Materias:
Acceso en línea:http://hdl.handle.net/1992/32057
Descripción
Sumario: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.