Modeling practices with the geometer's sketchpad

Abstract

In this paper, we seek to establish insight into varieties of modeling that occur, recurrently, in students', teachers', and curriculum developers' experiences with The Geometer's Sketchpad. In this process, we contrast the conventional and practical sense of mathematical modeling-modeling of situations and phenomena to generate and predict plausible outcomes-to at least two other available forms or types of modeling practice that we find especially relevant to mathematics education. © 2010 Springer Science+Business Media B.V.