Abstract
In this paper we survey the historical and contemporary connections in mathematics between classical "conceptual" tools versus modern computing tools. In this process we highlight the interplay between the inductive and deductive, experimental and theoretical, and propose the notion of situated proofs as a didactic tool for the teaching of geometry in the 21 st century.
| Original language | English |
|---|---|
| Pages (from-to) | 130-139 |
| Number of pages | 10 |
| Journal | ZDM - International Journal on Mathematics Education |
| Volume | 37 |
| Issue number | 3 |
| DOIs | |
| State | Published - 2005 |
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