Dynamic geometric software and learning

May 2010-June 2013

The aim of this work was to observe and analyse pupils’ work and the contribution of the usage of dynamic geometry software in their learning of geometry.

During the year 2010-2011 we undertook a first series of experiments on the introduction of the dynamic geometry software (Cabrielem) in grade 4 (Harmos) in Geneva. The introduction of the dynamic geometry software rested upon two activities that were specifically developed for our observation. This observation year resulted in two publications, Coutat (2011) and Coutat (2012a).

During the year 2011-2012 we extended our observation with the same group of students. The activities developed with the software were combined with paper-pencil activities. The activities regarding teaching tools were also redesigned around the paper-pencil and software combination. Two fields of research were therefore developed: the role of the teacher in the introduction of a learning software for geometry and the acquisition of mathematical knowledge by pupils through the interaction between the software and paper-pencil activities. The analyses of this second year are to be found in Coutat (2012b) and Coutat (2013). 

In 2012-2013 the observation was followed up, with the same teacher but with a new group of 6P. The analysis is on-going.