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

摘要: A key issue for mathematics education is how children can be supported in shifting from 'because it looks right' or works these cases' to convincing arguments which work general. In geometry, forms of software usually known as dy- namic geometry environments may useful they enable students interact with geometrical theory. Yet the meanings that gain deductive reasoning through experience such likely shaped, not only by tasks tackle and their interactions teacher other students, but also features environment. order try illuminate this latter phenomenon, determine longer-term influence using software, paper reports on data a longitudinal study 12-year-old students' interpretations objects relationships when dynamic software. The focus progressive mathematisation student's sense examining inter- pretations explanations give properties various quadrilaterals construct one indicator this. research suggests evolve imprecise, 'everyday' expressions, overtly mediated environment, mathematical explan- ations geometric situation transcend particular tool being used. This stage, suggested, should help provide foundation build further notions mathematics.