Proof and argumentation are essential components of learning mathematics, and technology can mediate students' abilities to learn. This systematic literature review synthesizes empirical literature which examines technology as a support for proof and argumentation across all content domains. The themes of this review are revealed through analyzing…

The objective of this paper is to discuss the didactic potential offered by the use of a Dynamic Geometry System (DGS) in introducing students to theoretical thinking and specifically to the practice of proof. Starting from a discussion about what constitutes the general objective in developing students' sense of proof, the notion of Theorem is…

The aim of this paper is to present a shortened version of the SIS (support intensity scale) obtained by the application of mathematical models and instruments, adopting special algorithms based on the most recent developments in artificial adaptive systems. All the variables of SIS applied to 1,052 subjects with ID (intellectual disabilities)…

This paper analyses a case study of a pair of students working together, who were asked to produce conjectures and to validate them within the dynamic geometry environment Cabri. Our aim is to scrutinize the students' reasoning, how the gap from perception to theory is filled, how Cabri influences the reasoning. We have singled out a sequence of…

This document contains the second volume of the proceedings of the 30th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Mathematics at the Centre." This volume features 60 research reports by presenters with last names beginning between Abr…