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However, there is a lack of research regarding Chinese students' use of ICTs in mathematics learning. The technological supports for proof revealed in this review could aid future research and practice in developing new strategies to mediate students' understandings of proof.ĭue to rapid social and economic development in China over the last three decades, information and communication technologies (ICTs) have become increasingly available in Chinese classrooms and families.
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Within the articles related to content different from Geometry, two subthemes are discussed: technological supports for number systems/algebra and technological supports for calculus/real analysis. Within the Geometry literature, five subthemes are discussed: (1) empirical and theoretical interplay in dynamic geometry environments (DGEs), (2) justifying constructions using DGEs, (3) comparing technological and non-technological environments, (4) student processing in a DGE, and (5) intelligent tutor systems. The themes of this review are revealed through analyzing articles related to Geometry and mathematical content domains different from Geometry. This systematic literature review synthesizes empirical literature which examines technology as a support for proof and argumentation across all content domains. Proof and argumentation are essential components of learning mathematics, and technology can mediate students' abilities to learn. This study shows the benefits of offering multiple proof formats to support prospective mathematics teachers’ RCGP. More detailed analysis indicated that the use of multiple proof formats supports the students’ understanding of the facets of logical status of statements and the critical ideas in the proof. The N-Gain scores showed significantly more improvement of students’ RCGP in the experimental group. N-Gain scores were used to determine the improvement of both groups. Similar pre- and post-tests, based on Yang and Lin’s (2008) RCGP test, were administered to both groups. While the experimental group was instructed in three proof formats (paragraph, two-column and flow-chart proof), the control group was instructed in only the two-column proof format. Four classes of prospective secondary mathematics teachers (N=125), aged 18 to 19 years, participated in this quasi-experimental study. This study aims to investigate the effects of the use of multiple geometry proof formats on Indonesian students’ reading comprehension of geometry proof (RCGP). However, the long list of available choices and the one-proof-statement-at-a-time user interface design made it difficult for them to encode their answers. The presence of complete reasons to use for proofs also helped them understand Geometric Proving better. Test results showed that the learners found the availability of the proof tree to be useful in tracking their progress.
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With the use of a knowledge base to model Geometry concepts, the software validates the learner's proof statements and provides corrective feedback accordingly. In this paper, we describe Geometry Proof Tutor, a learning environment where learners can practice Geometry proving through multiple representations-two-column proof and proof tree. This is where most learners encounter difficulty. A key topic in Geometry class is proving, where learners are required to derive and prove a certain property is true based from the given properties and by using various axioms, postulates and theorems. Geometry is a mandatory subject for secondary school students, where they learn geometric figures and their properties, and the axioms, postulates and theorems involving them.