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

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## References in zbMATH (referenced in 226 articles , 1 standard article )

Showing results 1 to 20 of 226.
Sorted by year (citations)

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1. Selaković, Milica; Marinković, Vesna; Janičić, Predrag: New dynamics in dynamic geometry: dragging constructed points (2020)
2. Todd, Philip: A symbolic dynamic geometry system using the analytical geometry method (2020)
3. Blažek, Jiří; Pech, Pavel: Locus computation in dynamic geometry environment (2019)
4. Botana, Francisco; Recio, Tomás: A proposal for the automatic computation of envelopes of families of plane curves (2019)
5. Rao, Yongsheng; Guan, Hao; Chen, Ruxian; Zuo, Yu; Wang, Ying: A novel dynamic mathematics system based on the Internet (2018)
6. Rieck, Michael Q.: On the discriminant of Grunert’s system of algebraic equations and related topics (2018)
7. Wares, Arsalan: Dynamic geometry as a context for exploring conjectures (2018)
8. Weissman, Shula; Stupel, Moshe; Siegler, Avi (Berman): Increasing the usage of the area for enriching the toolbox of problem solution and proof in mathematics (2018)
9. Berman, Leah Wrenn: Using conics to construct geometric 3-configurations. II: The generalized Steiner construction (2017)
10. Meskens, Ad; Tytgat, Paul: Exploring classical Greek construction problems with interactive geometry software (2017)
11. Toth, Csaba D. (ed.); Goodman, Jacob E. (ed.); O’Rourke, Joseph (ed.): Handbook of discrete and computational geometry (2017)
12. 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) MathEduc
13. Caglayan, Gunhan: Exploring the lunes of Hippocrates in a dynamic geometry environment (2016)
14. Kotelawala, Usha: The status of proving among US secondary mathematics teachers (2016) MathEduc
15. Nenkov, Veselin: Invariant theorems in Euclidean geometry with respect to conics (2016)
16. Ng, Oi-Lam: The interplay between language, gestures, dragging and diagrams in bilingual learners’ mathematical communications (2016) MathEduc
17. Reinholz, Daniel Lee: Improving calculus explanations through peer review (2016) MathEduc
18. 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) MathEduc
19. 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) MathEduc
20. Stylianides, Gabriel J.; Sandefur, James; Watson, Anne: Conditions for proving by mathematical induction to be explanatory (2016) MathEduc

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Further publications can be found at: http://www.dynamicgeometry.com/General_Resources/Bibliography.html