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“Click, Drag, Think!”: Posing and Exploring Conjectures with Dynamic Geometry Software
Abstract
The author points out that to fully exploit the heuristic potential of Dynamic Geometry Software (DGS) and to increase the heuristic literacy of students, extant DGS teaching units have to be ameliorated in several ways. Thus the author develops a twofold conceptual framework: heuristic reconstruction and heuristic instrumentation of problems. Its origin is rooted in the literature, its use is demonstrated by various examples, and its value is made plausible by an introductory teaching unit an advanced case study.
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