Use of dragging as organizer for conjecture validation

In this article we report on a study centered on the teaching and learning of proof in which there is evidence that dragging becomes a source for significant student participation in the validation of conjectures. The findings highlight the teacher’s use of dragging as an organizer of the activity, in cases when there are conjectures that students consider acceptable but for which they do not have the theoretical elements to validate them.

Camargo, L., Echeverry, A., Molina, Ó., Perry, P. y Samper, C. (2009). Use of dragging as organizer for conjecture validation [Ponencia]. 33^rd Conference of the International Group for the Psychology of Mathematics Education (PME 33), Thessaloniki, Grecia.