Exploring Geometric Theorems in Dynamic Geometry Environments
Session Format
Presentation Session (45 minutes)
Target Audience
Post Secondary Education
Location
Session 5 (PARB 127)
Abstract for the conference program
Proof and reasoning about geometric theorems play a key role in both secondary and college geometry education. Students’ visualization and creativity in geometric reasoning are often limited by using traditional learning tools (e.g., paper and pencil). Research has shown that using the dragging feature of Dynamic Geometry Environments (DGEs) can promote student understanding and reasoning ability in geometry learning. The “draggable” figures constructed in DGEs can provide opportunities to experience “motion dependency” and further explore “logical consequence between properties within the geometrical context” (Mariotti, 2014, p. 159). In a college geometry course, we explored the theorem of Menelaus and its converse using the free online DGE, GeoGebra. This powerful tool helped us gain a deeper understanding about the nature and logic of geometric theorems. In this presentation session, we will invite participants (mathematics educators/researchers) to experience our DGE-inclusive tasks and share our gains in incorporating DGEs in teaching and learning.
Proposal Track
T1: Teaching and Learning in the STEM Field
Start Date
3-23-2019 10:00 AM
End Date
3-23-2019 10:45 AM
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
An, Tuyin Ph.D.; Edwards, Garrett; Hale, Cassie; and Menich, Garrett, "Exploring Geometric Theorems in Dynamic Geometry Environments" (2019). Interdisciplinary STEM Teaching & Learning Conference (2012-2019). 38.
https://digitalcommons.georgiasouthern.edu/stem/2019/2019/38
Exploring Geometric Theorems in Dynamic Geometry Environments
Session 5 (PARB 127)
Proof and reasoning about geometric theorems play a key role in both secondary and college geometry education. Students’ visualization and creativity in geometric reasoning are often limited by using traditional learning tools (e.g., paper and pencil). Research has shown that using the dragging feature of Dynamic Geometry Environments (DGEs) can promote student understanding and reasoning ability in geometry learning. The “draggable” figures constructed in DGEs can provide opportunities to experience “motion dependency” and further explore “logical consequence between properties within the geometrical context” (Mariotti, 2014, p. 159). In a college geometry course, we explored the theorem of Menelaus and its converse using the free online DGE, GeoGebra. This powerful tool helped us gain a deeper understanding about the nature and logic of geometric theorems. In this presentation session, we will invite participants (mathematics educators/researchers) to experience our DGE-inclusive tasks and share our gains in incorporating DGEs in teaching and learning.
