Exploring grade eleven learners' views on using geometer's sketchpad for proofs in euclidean geometry.

Abstract

Curriculum planners in South Africa have reinstated geometry in the Curriculum and Assessment Policy Statement (CAPS) which had been relegated to the National Curriculum Statement (NCS). Euclidean Geometry has been taught again in South African schools from Grade 10 since 2012 and the first Matric Examination based on CAPS was written in 2014. This study reflects on research that has been conducted with Grade Eleven mathematics learners in one of the high schools in one of the townships in Durban in South Africa. It discusses the views of these learners on the use of the Geometer’s Sketchpad Program (GSP) on learning proofs using the Geometer’s Sketchpad Software in Euclidean Geometry. The research focused on exploring the concepts of the angle at the centre theorem using both the paper and pencil method and the Geometer’s Sketchpad Software. The current study’s objective was to explore how the Geometer’s Sketchpad Software can be used as an experimental tool to teach proofs as a means of verification and explanation. The study aimed to incorporate technology in mathematics teaching. The advantages and disadvantages of using Dynamic Geometry Software (DGS) for example the Geometer’s Sketchpad Software are discussed. Additionally, DGS in mathematics teaching, experimentation, functions of proof, Driscoll’s (2007) Habits of Mind (GHOM’s) and teachers’ professional development are discussed.