Previously defined profiles for using a computer algebra system (CAS) describe prototypical uses of such a tool. When students use a dynamic geometry environment (DGE), however, new opportunities arise for transitions within and beyond the DGE. In this article, CAS profiles are used to explore students' uses of a DGE. Four cases of students, all…

In Victoria, Australia, senior secondary mathematics students are expected to use technology and thus need to make decisions about using pen-and-paper (P&P) or technology when solving mathematics problems. The predominant technology is a Computer Algebra System (CAS). This study investigated the beliefs about CAS held by twelve Year 11…

This paper reports the multimodal resources that attached to students' reasoning in the reinvention of specific geometric linear transformations (like reflections according to the axes, projections onto axes and composition of reflections) in a dynamic geometry environment. Following the design heuristics of Realistic Mathematics Education, we…

This study explores the effectiveness of GeoGebra in enhancing students' understanding of vectors in mathematics education. The research compares traditional teaching methods with the application of GeoGebra to determine its impact on conceptual and procedural knowledge acquisition. Vectors are often challenging for students to grasp due to their…

Taking as its point of departure, situations arising in classrooms exposed to a heavy use of CAS, exemplified by the Danish upper secondary school mathematics program, the paper discusses the use of "old" cognitive frameworks of mathematics education as an alternative to more recent theoretical developments in the field. The paper draws…

In the study reported on here, we investigated the effects of the use of dynamic geometry software (DGS) (i.e., GeoGebra) on learners' learning and a teacher's beliefs. The learners and teacher involved in the study were from a high-poverty, rural high school in South Africa. We compared grade 11 learners (N = 56) who used GeoGebra in the context…

The author shares the lesson that he used to introduce the quadratic unit to students in an extended second-year algebra class, demonstrate why it was appropriate for his struggling learners, and discuss possible future modifications to this lesson.

In this work, we present a teaching proposal which emphasizes on visualization and physical applications in the study of eigenvectors and eigenvalues. These concepts are introduced using the notion of the moment of inertia of a rigid body and the GeoGebra software. The proposal was motivated after observing students' difficulties when treating…

The study investigated the impact of using Autograph software as a tool in teaching and learning of quadratic functions on gender performance in core Mathematics for Senior High School (SHS) students in Ghana. Non-equivalent quasi-experimental design was used. The population was all second year students in the Komenda-Edina-Eguafo-Abrem (KEEA)…

Studies of the impact of various types of computer use on the results of learning and student motivation have indicated that the use of computers can increase learning motivation, and that computers can have a positive effect, a negative effect, or no effect at all on learning outcomes. Some results indicate that it is not computer use itself that…

The NCTM Algebra Standard suggests that students use technology to explore the effects of varying the parameters in y = ax2 + bx + c. This article discusses an extension of this task that incorporates dynamic geometry software to engage students in generating, testing, and proving mathematical conjectures.

CATO is a new user interface, developed by the author as a response to the significant difficulties faced by scientists, engineers, and students in their usage of computer algebra (CA) systems. Their tendency to use CA systems only occasionally means that they are unfamiliar with requisite grammar and syntax these systems require. The author…

When thinking about student reasoning and sense making, teachers must consider the nature of tasks given to students along with how to plan to use the tasks in the classroom. Students should be presented with tasks in a way that encourages them to draw connections between algebraic and geometric concepts. This article focuses on the idea that it…

The research relates to undergraduate students' understanding of mathematical concepts that relate to the conceptualisation of the continuous such as the notion of limit. The cognitive difficulties that accompany the learning of these concepts at the different stages of the mathematics education are well reported in the literature. I analyse the…

Solving systems of equations at school, at least in Argentina, is usually a task that students are given as a series of techniques that "allow" them to find a solution. How to overcome educational obstacles that are generated from a fragmented approach of knowledge? What can DGS do, in particular the CAS environment? What epistemic and…