It is proof which sets mathematics apart from the empirical sciences, and forms the foundation of our mathematical knowledge, yet students often fail to understand the purpose of proof, they are unable to construct proofs, and instead readily accept empirical evidence or the authority of textbooks or teachers. This research focuses on the role of mechanical linkages (devices based on systems of hinged rods) and interactive geometric software as cognitive bridges between empirical justification and deductive reasoning. The provision of motivating contexts was found to foster conjecturing and argumentation, during which the eighth grade students in the project engaged in sustained deductive reasoning in support of their conjectures and achieved high levels of success with geometric proof. Mechanical linkages and their dynamic geometry computer simulations were shown by this research to be highly suitable contexts for bridging empirical and deductive reasoning.

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