Understanding geometric proofs: scaffolding pre-service mathematics teacher students through dynamic geometry system (dgs) and flow-chart proof
Abstract
The objective of this paper is to discuss the pedagogic potential that is offered by the use of a flow-chart proof with open problems and a Dynamic Geometry System in understanding geometric proofs by pre-service mathematics student teachers at an Indonesian university. Based on a literature review, we discuss aspects and levels of understanding of geometric proof and how to assess students’ understanding of the structure of deductive proofs, and how the use of a Digital Geometry System may support students’ understanding of geometric terms and statements, including definitions, postulates, and theorems. The pedagogic focus consists of exploiting the semiotic potential of a DGS, especially the use of GeoGebra tools that may function as tools of semiotic mediation to understand the geometry statements and the scaffolding potential of flow-chart proof with open problems in identifying the structure of deductive geometry proofs.
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