Student Conceptions of Counterexample in Dynamic Geometry Environments
Conference Tracks
Teaching with Technology – Research
Abstract
As an important aspect of mathematical reasoning and proof, disproof by counterexample, can be used as an effective instructional tool in helping students generate conjectures. Studies have shown using the dragging feature supported by dynamic geometry environments (DGEs) can promote student understanding and reasoning ability in learning geometry. I designed a set of DGE-incorporated geometry tasks and conducted a case study through individual task-based interviews with six undergraduate math major students. The goal is to unpack students’ conceptions of counterexample using the DGE-incorporated tasks and provide suggestions on the use of DGEs in the design of geometry tasks and lessons.
Session Format
Research Brief and Reflection Panels
1
Location
Scarbrough Two
Recommended Citation
An, Tuyin, "Student Conceptions of Counterexample in Dynamic Geometry Environments" (2020). SoTL Commons Conference. 51.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2020/51
Student Conceptions of Counterexample in Dynamic Geometry Environments
Scarbrough Two
As an important aspect of mathematical reasoning and proof, disproof by counterexample, can be used as an effective instructional tool in helping students generate conjectures. Studies have shown using the dragging feature supported by dynamic geometry environments (DGEs) can promote student understanding and reasoning ability in learning geometry. I designed a set of DGE-incorporated geometry tasks and conducted a case study through individual task-based interviews with six undergraduate math major students. The goal is to unpack students’ conceptions of counterexample using the DGE-incorporated tasks and provide suggestions on the use of DGEs in the design of geometry tasks and lessons.
