Geo sketchpad software#

(2000) argue for the importance of students being able to engage in “true mathematical activity” which they describe as the ability to construct and evaluate proofs (p.

(2000) each support the claim that the constructive nature of DGS helps students to find the correct answer and then to verify its accuracy. In addition, the images created using the technology are more complex and detailed giving the student a better sense of how the numbers truly affect change in the image. DGS also allows for multiple ways to view math concepts, for example geometrical shapes, charts, and graphs. DGS allows for more frequent and thoughtful manipulations of the equations and graphs than the former paper and pencil methods.

$geo sketchpad$

(2005) describe this engagement as a “conceptual conversation” which allows for a deeper understanding of mathematical ideas.

Geo sketchpad software#

Dynamic Geometry Software (DGS) employs visualizations (images) to create an environment that “foster(s) engagement with a mathematical concept that is often explained superficially” in a traditional classroom (Knuth & Hartmann, 2005 p. We chose to investigate the use of Geometer’s Sketchpad (Dynamic Geometry Software) and develop an activity that explores transformational geometry. Topic: Using, “The Geometer’s Sketchpad” a visualization software package to support student learning. Evidence of Growth: An activity created to support the learning of transformational geometry within the grade 9 Nova Scotia math curriculum.