Geometer's Sketchpad
The Geometer’s Sketchpad® is the world’s leading software for teaching mathematics. Sketchpad® gives students at all levels—from third grade through college—a tangible, visual way to learn mathematics that increases their engagement, understanding, and achievement. Make math more meaningful and memorable using Sketchpad. Elementary students can manipulate dynamic models of fractions, number lines, and geometric patterns. Middle school students can build their readiness for algebra by exploring ratio and proportion, rate of change, and functional relationships through numeric, tabular, and graphical representations. And high school students can use Sketchpad to construct and transform geometric shapes and functions—from linear to trigonometric—promoting deep understanding. Sketchpad is the optimal tool for interactive whiteboards. Teachers can use it daily to illustrate and illuminate mathematical ideas. Classroom-tested activities are accompanied by presentation sketches and detailed teacher notes, which provide suggestions for use by teachers as a demonstration tool or for use by students in a computer lab or on laptops. Computer algebra system (CAS).
Keywords for this software
References in zbMATH (referenced in 203 articles , 1 standard article )
Showing results 1 to 20 of 203.
Sorted by year (- Biehler, Rolf; Kempen, Leander: Conceptions of proof and proving in mathematics education -- an analysis of the development of ideas in the didactics of mathematics (2016)
- Caglayan, Gunhan: Exploring the lunes of Hippocrates in a dynamic geometry environment (2016)
- Kotelawala, Usha: The status of proving among US secondary mathematics teachers (2016)
- Ng, Oi-Lam: The interplay between language, gestures, dragging and diagrams in bilingual learners’ mathematical communications (2016)
- Robutti, Ornella; Cusi, Annalisa; Clark-Wilson, Alison; Jaworski, Barbara; Chapman, Olive; Esteley, Cristina; Goos, Merrilyn; Isoda, Masami; Joubert, Marie: ICME international survey on teachers working and learning through collaboration: June 2016 (2016)
- Sinclair, Nathalie; Bartolini Bussi, Maria G.; de Villiers, Michael; Jones, Keith; Kortenkamp, Ulrich; Leung, Allen; Owens, Kay: Recent research on geometry education: an ICME-13 survey team report (2016)
- Botana, Francisco; Hohenwarter, Markus; Janičić, Predrag; Kovács, Zoltán; Petrović, Ivan; Recio, Tomás; Weitzhofer, Simon: Automated theorem proving in GeoGebra: current achievements (2015)
- Contreras, José: Patterns in the Pythagorean configuration and some extensions: the power of interactive geometry software (2015)
- Contreras, José N.: Discovering, applying, and extending Ceva’s theorem (2015)
- Granberg, Carina; Olsson, Jan: ICT-supported problem solving and collaborative creative reasoning: exploring linear functions using dynamic mathematics software (2015)
- Kaur, Harpreet: Two aspects of young children’s thinking about different types of dynamic triangles: prototypicality and inclusion (2015)
- Mamolo, Ami; Ruttenberg-Rozen, Robyn; Whiteley, Walter: Developing a network of and for geometric reasoning (2015)
- Mejía Colindres, Carlos A.: Thunder and lightning: understanding equidistance (2015)
- Ng, Oi-Lam; Sinclair, Nathalie: Young children reasoning about symmetry in a dynamic geometry environment (2015)
- Palmer, Katrina: Geometric view connecting determinants and area (2015)
- Umble, Ronald N.; Han, Zhigang: Transformational plane geometry (2015)
- Wang, Menghan; Sitharam, Meera: Algorithm 951: Cayley analysis of mechanism configuration spaces using CayMos: software functionalities and architecture (2015)
- Abánades, Miguel Á.; Botana, Francisco; Escribano, Jesús: Automated generation of equations for linkage loci in a game physics system (2014)
- Caglayan, Günhan: Exploring Archimedes’ quadrature of parabola with GeoGebra snapshots (2014)
- Ceyanes, Ben; Lockwood, Pamela; Gill, Kristina: Three lessons on parabolas -- what, where, why (2014)
Further publications can be found at: http://www.dynamicgeometry.com/General_Resources/Bibliography.html