Pupils' needs for conviction and explanation within the context of dynamic geometry.
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Date
1998
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Abstract
Recent literature on mathematics education, and more especially on the teaching and
learning of geometry, indicates a need for further investigations into the possibility of
devising new strategies, or even developing present methods, in order to avert what might
seem to be a "problem" in mathematics education. Most educators and textbooks, it
would seem, do not address the need (function and meaning) of proof at all, or those that
do, only address it from the limited perspective that the only function of proof is
verification. The theoretical part of this study, therefore, analyzed the various functions
of proof, in order to identify possible alternate ways of presenting proof meaningfully to
pupils.
This work further attempted to build on existing research and tested these ideas in a
teaching environment. This was done in order to evaluate the feasibility of introducing
"proof" as a means of explanation rather than only verification, within the context of
dynamic geometry. Pupils, who had not been exposed to proof as yet, were interviewed
and their responses were analyzed. The research focused on a few aspects. It attempted to
determine whether pupils were convinced about explored geometric statements and their
level of conviction. It also attempted to establish whether pupils exhibited an independent
desire for why the result, they obtained, is true and if they did, could they construct an
explanation, albeit a guided one, on their own.
Several useful implications have evolved from this work and may be able to influence,
both the teaching and learning, of geometry in school. Perhaps the suggestions may be
useful to pre-service and in-service educators.
Description
Thesis (M.Ed.)-University of Durban-Westville, 1998.
Keywords
Geometry--Study and teaching., Mathematics--Study and teaching., Theses--Education.