Abstract
This chapter reports on our research findings about the influence of GeoGebra use on twelve secondary students’ problem solving strategies in plane geometry. Using multiple data sources, we analyse the complex interactions among GeoGebra use, students’ prior knowledge and learning preferences, and the teacher’s role, under the theoretical perspective of instrumental genesis. We identify three levels of instrumentalization and instrumentation and provide specific cases to illustrate students’ use of GeoGebra and their evolving mathematical conceptions in relation to GeoGebra tools. In general, the use of GeoGebra helps student enhance their mathematical understanding by enabling alternative problem resolution paths, and, in some case, help diagnose their learning difficulties. We further discuss implications for future GeoGebra use and classroom-based research.
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Iranzo, N., Fortuny, J.M. (2011). Influence of Geogebra on Problem Solving Strategies. In: Bu, L., Schoen, R. (eds) Model-Centered Learning. Modeling and Simulations for Learning and Instruction, vol 6. SensePublishers. https://doi.org/10.1007/978-94-6091-618-2_7
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DOI: https://doi.org/10.1007/978-94-6091-618-2_7
Publisher Name: SensePublishers
Online ISBN: 978-94-6091-618-2
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