Resumo

ACOSTA-GEMPELER, Martín Eduardo  e  CARDOZO-FAJARDO, Santiago. A Teaching Approach to Proof Using Dynamic Geometry Software. Rev. Fac. Cienc. Tecnol. [online]. 2021, n.49, pp.255-276.  Epub 05-Jan-2022. ISSN 0121-3814.  https://doi.org/10.17227/ted.num49-9884.

We are interested in finding teaching strategies that take advantage of the potential of dynamic geometry software (SGD), to promote in students the spontaneous use of deductive reasoning to justify affirmations. We consider that students can use deductive reasoning implicitly in solving problems and we are interested in studying the conditions that lead to conclusions from initial data using logical implications, although they do not make explicit reference to such implications. This implicit use depends on the degree of conviction acquired on the implications that we call Geometric Events (HG), and we propose that this degree of conviction can be built thanks to the experimentation with the dynamic geometry software. We explore the variables that affect the design of a sequence of activities from the Theory of Didactic Situations approach that seeks that students, through experimentation, identify Geometric Facts and become convinced of their apodictic character, and then use them in deductive reasoning. We propose the hypothesis that the fundamental situation that corresponds to the proof in the context of the geometric construction with dynamic geometry software, is a situation in which, from a written construction protocol, it is requested to predict if certain properties are met and maintained when dragging.

Palavras-chave : geometry; proof, reasoning; situations; theory of didactic proof; theory of didactic.

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