Using dynamic geometry to expand mathematics teachers' understanding of proof.

This paper gives a broad descriptive account of some activities that the author has designed using Sketchpad to develop teachers' understanding of other functions of proof than just the traditional function of 'verification'. These other functions of proof illustrated here are those of explanation, discovery and systematization (in the context of defining and classifying some quadrilaterals). A solid theoretical rationale is provided for dealing with these other functions in teaching by analysing actual mathematical practice where verification is not always the most important function. The activities are designed according to the so-called 'reconstructive' approach, and are structured more or less in accordance with the Van Hiele theory of learning geometry. [ABSTRACT FROM AUTHOR]