Modelling of real-world problems is often the starting point for proof

In this paper I claim that modelling should be seen as the first stage of the proving process. I discuss an experiment conducted with grade 10 (15 year old) learners in a small suburb in South Africa. There is little emphasis placed on modelling in our schools and it is just beginning to make an appearance in our new Outcomes Based Curriculum. The research shows that as a result of the modelling process learners felt the need to know why the result was true. There is ample evidence that a lot of work on a similar topic has been done elsewhere in the world, but not much has been done in South Africa. The research was conducted using Sketchpad as a mediating tool. This in itself was a difficult task because our learners have not really been exposed to dynamic geometry environments