Abstract
This chapter brings together two intersecting areas of research in mathematics education: teaching and learning with dynamic geometry environments (DGEs) and the teaching and learning of proof. We focus on developments in the literature since 2001 and, in particular, on (a) the evolution of the notion of “proof” in school mathematics and its impact on the kinds of research questions and studies undertaken over the past decade—including increasing use of DGEs at the primary school level; and (b) the epistemological and cognitive nature of dragging and measuring as they relate to proof.
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