Proof in dynamic geometry contexts

Proof lies at the heart of mathematics yet we know from research in mathematics education that proof is an elusive concept for many mathematics students. The question that this paper raises is whether the introduction of dynamic geometry software will improve the situation – or whether it make the transition from informal to formal proof in mathematics even harder. Through discussion of research into innovative teaching approaches with computers the paper examines whether such approaches can assist pupils in developing a conceptual framework for proof, and in appropriating proof as a means to illuminate geometrical ideas