Date of Award

Winter 2024

Project Type

Dissertation

Program or Major

Mathematics Education

Degree Name

Doctor of Philosophy

First Advisor

Sharon M. McCrone

Second Advisor

Karen J. Graham

Third Advisor

Rita A. Hibschweiler

Abstract

Mathematical justification is a process that reflects how students demonstrate and accept the truth of mathematical statements. The purpose of this study was to investigate the nature of students’ justifications when allowed to use dynamic geometry software in the justification process. The justifications of 18 preservice teachers in response to two geometric conjectures were analyzed to identify characteristics of justifications based on Harel and Sowder’s (1998) framework of proof schemes. The results inform us of the impact of the dynamic software in students’ justifications and the overall nature of students’ work when they use the software to learn geometric ideas. Study findings suggest that when using the dynamic geometry software, students’ justifications trend toward an empirical proof attempt scheme based on examples obtained from the software. The characteristics of the given task can affect differences in the uses of examples. In addition, students’ beliefs in the capacity of the software, especially the accuracy of tools of construction and measurement, are seen as a factor influencing them toward the empirical proof attempt scheme. This is an important factor to consider when developing a framework of students’ justification to assess students’ proof attempts in geometry with dynamic geometry software tools.

Download

Share

COinS