Incorporating dynamic geometry software within a teaching framework

Abstract

There have been numerous studies that have characterised the nature of levels of understandings in geometry. Some studies have extended this work and focused upon developmental pathways and identified hurdles leading to higher order thinking. There is an urgent need, however, to explore teaching/learning practices that facilitate student developmental progression. This paper considers previous work by presenting dynamic geometry software as a teaching tool linked to the van Hiele teaching phases framework. Hence, the teaching sequence presented links theory and practice within a technological environment in the mathematics classroom.