From Measuring to Formal Demonstration Using Interactive Computational Geoboards and Recurrent Electronic Charts
Sergei Abramovich, State University of New York at Potsdam, United States ; Gary Brown, Marietta High School, United States
JCMST Volume 18, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA
The paper shows how the joint use of dynamic geometry program and a spreadsheet may provide a computational environment for exploring geometry on plane lattices that lessens the risk of developing a false empiricist view of mathematics often associated with the use of information technology. Based on the unique interrelation of Pick's and Euler's formulas for lattice polygons, activities were designed to promote the idea of formal demonstration in geometry through the use of computing technology. The paper reports on the use of the activities with preservice and inservice teachers enrolled in a technology-rich mathematics education course. Certain things fi rst became clear to me by a mechanical method, although they had to be demonstrated by geometry afterwards because their investigation by the said mechanical method did not furnish an actual demonstration. But it is of course easier, when the method has previously given us some knowledge of the questions, to supply the proof than it is to find it without any previous knowledge.
Abramovich, S. & Brown, G. (1999). From Measuring to Formal Demonstration Using Interactive Computational Geoboards and Recurrent Electronic Charts. Journal of Computers in Mathematics and Science Teaching, 18(2), 105-134. Charlottesville, VA: Association for the Advancement of Computing in Education (AACE).
© 1999 Association for the Advancement of Computing in Education (AACE)