Investigating Students' Geometrical Proofs through the Lens of Students' Definitions

Aehsan Haj Yahya, Rina Hershkowitz, Tommy Dreyfus

Research output: Other contributionpeer-review

Abstract

We present the second stage of a study within the context of geometry, whose aim is to investigate relationships between and influence of visualization, the concept images of students concerning geometrical concepts and their definition, and students' ability to prove. We focus on links between the understanding of the definition's role in concluding the geometrical concept attributes and proofs that deal with these attributes. We exemplify this stage in our research, by means of examples, which reveal that the difficulties students have in understanding the geometric concepts' definitions affect the understanding of the proving process and hence the ability to prove. [For the complete proceedings, see ED597799.]
Original languageEnglish
PublisherNorth American Chapter of the International Group for the Psychology of Mathematics Education
Number of pages8
StatePublished - 2014

Keywords

  • Israel
  • ERIC, Resources in Education (RIE)
  • High Schools
  • Secondary Education
  • Geometry
  • Validity
  • Visual Aids
  • Definitions
  • Geometric Concepts
  • Secondary School Mathematics
  • Arabs
  • High School Students
  • Mathematical Logic
  • Foreign Countries

Fingerprint

Dive into the research topics of 'Investigating Students' Geometrical Proofs through the Lens of Students' Definitions'. Together they form a unique fingerprint.

Cite this