The home confinement that was imposed to reduce and control the spread of COVID-19 pandemic led educational systems to implement changes in many school activities. Teachers moved to remote teaching and relied on digital apps to present and discuss learning activities with their students. Likewise, they looked for new routes and means to follow up…

The aim of this study was to characterize and discuss ways of reasoning that prospective high school mathematics teachers develop and exhibit in a problem-solving scenario that involves the coordinated use of digital technologies. A conceptual framework that includes Virtual Learning Spaces (VLS) and Resources, Activities, Support and Evaluation…

The task of constructing a square is used to argue that looking for and pursuing several solution routes is a powerful principle to identify and analyse properties of mathematical objects, to understand problem statements and to engage in mathematical thinking activities. Developing mathematical understanding requires that students delve into…

Mathematical tasks are crucial elements for teachers to orient, foster and assess students' processes to comprehend and develop mathematical knowledge. During the process of working and solving a task, searching for or discussing multiple solution paths becomes a powerful strategy for students to engage in mathematical thinking. A simple task that…

The study documents the extent to which high school teachers reflect on their need to revise and extend their mathematical and practicing knowledge. In this context, teachers worked on a set of tasks as a part of an inquiring community that promoted the use of different computational tools in problem solving approaches. Results indicated that the…

Different technological artefacts may offer distinct opportunities for students to develop resources and strategies to formulate, comprehend and solve mathematical problems. In particular, the use of dynamic software becomes relevant to assemble geometric configurations that may help students reconstruct and examine mathematical relationships. In…

This study documents problem solving approaches that high school students develop as a result of using systematically Cabri-Geometry software. Results show that the use of the software becomes an important tool for students to construct dynamic representations of the problems that were used to identify and examine different mathematical relations.…

There are diverse ways to construct instructional activities that teachers can use to foster their students' development of mathematical thinking. It is argued that the use of computational tools offers teachers the possibility of designing and exploring mathematical tasks from distinct perspectives that might lead their students to the…

Different computational tools may offer teachers and students distinct opportunities in representing, exploring and solving mathematical tasks. In this context, we illustrate that the use of dynamic software (Cabri Geometry) helped high school teachers to think of and represent a particular task dynamically. In this process, the teachers had the…

Technological tools have the potential to offer students the possibility to represent information and relationships embedded in problems and concepts in ways that involve numerical, algebraic, geometric, and visual approaches. In this paper, the authors present and discuss an example in which an initial representation of a mathematical object…

What features of mathematical thinking do students exhibit when they use dynamic software in their problem solving approaches? To what extent does the systematic use of technology favour students' development of problem solving competences? What type of reasoning do students develop as a result of using a particular tool? This study documents…

Shows the potential of using interactive geometry software to produce a natural environment for formulating and pursuing questions that arise in the course of solving problems. (KHR)