Using empirical evidence in the process of proving: The case of dynamic geometry

With the emergence of Dynamic Geometry Software (DGS), a theoretical gap between the acquisition (inductive) and the justification (deductive) of a mathematical statement has started a debate. Some educators believe that deductive proof in geometry should be abandoned in favour of an experimental approach tomathematical justification. This article provides some indications of how empirical arguments can be used to gain an insight into a proof through investigation and experimentation in a dynamic geometry environment, and shows that DGS can link the inductive and the deductive parts of thinking. Our observations point to the importance of conducting further research to determine the pedagogical principles that will contribute to the successful design of environments that facilitate the transition of students from empirical data to deductive proof. © The Author 2010. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved