Using dynamic geometry to stimulate students to provide proofs
The purpose of this paper is to provide examples of 'non-traditional conjectures' in a dynamic geometry environment that can be used to stimulate students to provide proofs. The author believes that teachers can ask their students to find out if these conjectures are true; if the conjectures are true, then the students can come up with their own proofs. The appendix contains brief descriptions (pertaining to each conjecture) explaining why these conjectures are true or false.
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