The introduction of Sketchpad allowed us to continue these activities in a dynamic manner. We did do some laboratory type activities using MIRAS, a device used to do reflections in a plane, geoboards, paper folding and of course standard ruler and compass constructions. Definitions were given, theorems stated and proved and problems assigned and corrected. In previous semesters the geometry class was taught in a fairly traditional manner.
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Most recently I have been involved in the use of the interactive geometry software package, Geometer's Sketchpad and would like to report on how the use of Sketchpad has changed the way I teach the course. From the use of the computer language LOGO in courses for elementary education majors, to graphing calculators in the precalculus and calculus sequence, the department has had the opinion that technology should not "stand alone", but be used in a meaningful manner in the mathematics courses. Over the years we have attempted to integrate technology into these courses where ever the technology complements the mathematics content of the courses. EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Our Mathematics Department at SUNY Oswego offers a significant number of courses to prospective teachers, at both the elementary and secondary level. Groman Department of Mathematics State University of New York, College at Oswego Oswego, New York 13126 31 "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY C.P. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. Minor changes have been made to improve reproduction quality. DEPARTMENT OF EDUCATION Off ice of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. The course came closer to an ideal situation where students construct their own mathematical understandings and where the instructor is less of a depository of mathematical truth but more one of many geometrical investigators. Both students and instructor learned to use the software to test conjectures and constructions, and back up the theorem/proof process by using Sketchpad to ask "what if" questions. Many wanted to purchase copies for their own personal use and for use in their student teaching experience. Student reaction to the use of Sketchpad in their geometry course was overwhelmingly positive. Sketchpad provides a measurement option and the ability to do the construction for a single triangle, then click and drag on a vertex to deform the triangle into many different shapes until the important characteristic of the triangle becomes clear. Traditional paper folding and ruler and compass constructions are important preliminary steps to teach students, in order to prepare future teachers for classrooms that may not yet have access to dynamic geometry software. The paper provides three examples of how Sketchpad is used. Use of Sketchpad in a secondary education math course at the State University of New York (SUNY) at Oswego has allowed geometry to be taught in a dynamic manner. Abstract: Geometer's Sketchpad is an interactive geometry software package used to help students learn geometry principles.
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