Using Clairaut's historic-dynamic approach and dynamic geometry tools in middle school can develop students' conceptual understanding before they encounter formal proof in geometry.
Hyewon Chang and Barbara J. Reys
Katie L. Anderson
Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–grade 6 classrooms. This article describes a set of lessons where sixth graders use virtual pattern blocks to develop proportional reasoning. Students' work with the virtual manipulatives reveals a variety of creative solutions and promotes active engagement. The author suggests that technology is most effective when coupled with worthwhile mathematical tasks and rich classroom discussions.