In this study, we document and analyse problem-solving approaches that high school teachers exhibited as a result of using dynamic software (Cabri-Geometry) to construct and examine geometric configurations. What type of questions do teachers pose and pursue while representing and exploring mathematical tasks or objects dynamically? To what extent their initial problem solving strategies are enhanced with the use of the tools? Results indicate that the use of the tool offered the participants the opportunity of constructing geometric configuration (formed by simple mathematical objects) that led them to identify and explore key mathematical relations.
Santos-Trigo, Manuel and Espinosa-Pérez, Hugo
"High School Teachers use of Dynamic Software to generate serendipitous mathematical relations,"
The Mathematics Enthusiast: Vol. 7
, Article 2.
Available at: https://scholarworks.umt.edu/tme/vol7/iss1/2