论文标题
uso di un软件di几何Dinamica nella formazione dei futuri insegnanti
Uso di un software di Geometria Dinamica nella formazione dei futuri insegnanti
论文作者
论文摘要
在本文中，我们对使用动态的几何软件在大学级别的教学历史上进行了一些考虑。在简短介绍了软件地理布拉之后，我们讨论了四个活动。第一个是探索工具菜单菜单的菜单，遵循欧几里得元素第一本书的第一部分。第二个是关于五角星和五角星的活动，旨在找到一种比欧几里得建议的更自然的方法来发现其特性的方法，以说明合成和分析方法。第三个是圆反转的活动及其与极性的联系以及在线上三个给定点后的第四个谐波点的构造。这项活动继续阅读Poncelet关于锥体理想割线以及如何使用地理格拉来理解它们的想法。第四项活动表明了如何利用可能在地球上移动物体的可能性，以理解Cremona和Hirst字母背后的几何直觉，并介绍了有关圆形圆形倒置的hir。我们讨论了为什么我们认为这类活动可能会帮助学生阅读和理解投射几何形状的原始著作的原因，以及为什么我们认为他们在培训准入数学教师方面可能非常有效。
In this paper we make some considerations about using a dynamic geometry software for teaching history of mathematica at university level. After a short introduction to the software GeoGebra, we discuss four activities. The first is an exploration of the menu of the tools menu following the first part of the first book of the elements of Euclid. The second is an activity about pentagons and pentagrams which aims at finding a more natural way of discovering their properties than that suggested by Euclid as an illustration of the method of synthesis and analysis. The third is an activity on circle inversion and its connection with polarity and the construction of the fourth harmonic point after three given point on a line. The activity continues with the reading of Poncelet's ideas about ideal secants of conics and how to use GeoGebra to make sense of them. The fourth activity shows how to use the possibility to move objects in GeoGebra to make sense of the geometric intuition behind Cremona and Hirst letters about the Bellavitis-Hirst inversion of a circle. We discuss the reasons why we believe that these kind of activities may help students to read and understand original writings in projective geometry and why we believe that they may be very effective in the training of prospective teachers of mathematics.
