In their paper, L. Parenti, M. T. Barberis, M. Pastorino and P. Viglienzone report a long term teaching experiment showing the feasibility of an early approach (in grades VII-VIII) to geometry theorems and proving in the geometric domain. In particular, students move progressively from the observation of regularities in the relationships between three-dimensional objects and their two-dimensional representations (for instance, the transformation of straight segments into straight segments or points), to the formulation of some axioms, the production of conjectures and the construction of related proofs concerning the geometry of central projection and the geometry of parallel projection.
From dynamic exploration to “theory” and “theorems” (from 6th to 8th grades).
PARENTI, LAURA;
2007-01-01
Abstract
In their paper, L. Parenti, M. T. Barberis, M. Pastorino and P. Viglienzone report a long term teaching experiment showing the feasibility of an early approach (in grades VII-VIII) to geometry theorems and proving in the geometric domain. In particular, students move progressively from the observation of regularities in the relationships between three-dimensional objects and their two-dimensional representations (for instance, the transformation of straight segments into straight segments or points), to the formulation of some axioms, the production of conjectures and the construction of related proofs concerning the geometry of central projection and the geometry of parallel projection.
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