Add to ORKGDynamic geometry software is changing the way we teach and learn geometry. In this article, we review a selection of new results, published during thé last five years, which were found by secondary students using mostly this type of software. Some of these solutions represent new mathematical findings. The amount and depth of the problems solved in such a short time gives an idea of the potential for growth that technology, and in particular this software brings to the mathematics classroom
Dynamic geometry software promises direct manipulation of geometrical objects and relations. This pa...
This thesis presents the first Swedish empirical evidence on how teachers employ a dynamic mathemati...
Traditional approaches in teaching geometry are pedagogically authoritative in nature and thus, stud...
This article briefly summarises the research that has investigated the use of dynamic geometry softw...
This article summarise the research that has investigated the use of dynamic geometry software (DGS)...
Teaching and learning geometry at secondary level have usually many problems. Researches indicate th...
The need for fostering students' higher-order thinking as one of the twenty-first century mathematic...
Concepts in a high school Geometry classroom can be difficult for students to understand without a v...
Digital technologies have afforded many possibilities for the teaching and learning of mathematics a...
This short user-review summarise the implications for classroom teaching of research that has invest...
Problem Statement: International studies, such as the repeat of Trends in International Mathematics ...
The purpose of this study was to (1) assess the impact of using Dynamic Geometry Software (DGS) on s...
The purpose of this study is to examine the use of dynamic geometry software as a platform for learn...
Dynamic geometry software (DGS) has become widespread. The extending scope of experiences increases ...
Includes bibligoraphical references.Technology has recently become a vital factor in the teaching of...
Dynamic geometry software promises direct manipulation of geometrical objects and relations. This pa...
This thesis presents the first Swedish empirical evidence on how teachers employ a dynamic mathemati...
Traditional approaches in teaching geometry are pedagogically authoritative in nature and thus, stud...
This article briefly summarises the research that has investigated the use of dynamic geometry softw...
This article summarise the research that has investigated the use of dynamic geometry software (DGS)...
Teaching and learning geometry at secondary level have usually many problems. Researches indicate th...
The need for fostering students' higher-order thinking as one of the twenty-first century mathematic...
Concepts in a high school Geometry classroom can be difficult for students to understand without a v...
Digital technologies have afforded many possibilities for the teaching and learning of mathematics a...
This short user-review summarise the implications for classroom teaching of research that has invest...
Problem Statement: International studies, such as the repeat of Trends in International Mathematics ...
The purpose of this study was to (1) assess the impact of using Dynamic Geometry Software (DGS) on s...
The purpose of this study is to examine the use of dynamic geometry software as a platform for learn...
Dynamic geometry software (DGS) has become widespread. The extending scope of experiences increases ...
Includes bibligoraphical references.Technology has recently become a vital factor in the teaching of...
Dynamic geometry software promises direct manipulation of geometrical objects and relations. This pa...
This thesis presents the first Swedish empirical evidence on how teachers employ a dynamic mathemati...
Traditional approaches in teaching geometry are pedagogically authoritative in nature and thus, stud...