Implications for the classroom

This article sets out to summarise the research that has investigated the use of dynamic geometry software (DGS) in the teaching and learning of mathematics. This review is not intended to be exhaustive, rather the re s e a rch is categorised under three main headings: interacting with the software, designing teaching activities and learning to prove. Overall, the research has found that DGS cannot provide a self-contained environment and that the software itself does not necessarily mean that students will learn geometry theory. Research also suggests that it can take quite a long time for the benefits of using DGS to emerge but that this investment is worthwhile in developing students’ knowledge of geometry. The sorts of tasks that students tackle, the form of teacher input and the general classroom atmosphere are all important factors. To date, most research has focused on the ‘classical’ constructions (midpoint, perpendicular, parallel etc.) available in the DGS environment and has mostly focused on post-primary students. Little re s e a rch has looked at transform a t i o n s (reflection, rotation, translation, etc.) Research is only just beginning to examine the use of DGS Implications for the classroom