The current study attempts to investigate whether using multiple diagrams attached to a geometry task could reduce difficulties in the proving process regarding concepts in three-dimensional geometry. Ninety 12th-grade students participated in the study. The research included the use of a questionnaire whose items invited open-ended responses regarding two tasks. Interviews were also conducted with some participants. Qualitative and quantitative analyses were performed. The results revealed a correlation between the students’ responses and the number of diagrams they received. Students who were given several diagrams gave more correct responses and correct and complete proofs than students who were given only one diagram presenting several diagrams attached to the proof task reduce the visual obstacles that students face in constructing geometrical proofs. The findings from the interviews support the results from the questionnaires; interviews revealed presenting further diagrams allow students to adapt their proving processes.

当前的研究试图调查使用附加到几何任务的多个图表是否可以减少在三维几何概念验证过程中的困难。九十个十二年级的学生参加了这项研究。该研究包括使用问卷调查表，该问卷调查表的内容邀请了有关两项任务的开放式答复。还对一些参与者进行了采访。进行了定性和定量分析。结果表明，学生的回答与他们收到的图表数量之间存在相关性。与仅获得一张展示了多个证明的图表的学生相比，获得几张图表的学生给出了更正确的答案以及正确而完整的证明，这减轻了学生在构造几何证明时面临的视觉障碍。访谈的结果支持问卷的结果；访谈显示，提供进一步的图表可以使学生适应他们的证明过程。