Abstract
This paper describes a long term teaching experiment carried out with students from the 9th–10th grades. Geometrical constructions in the Cabri environment were selected as a specific field of experience, within which the sense of theory may emerge. The idea of construction constitutes the key to accessing the idea of theorem, moving from a generic idea of justification towards the idea of validating within a geometrical system. The study aims at clarifying the role of the Cabri environment in this teaching-learning processes: analysis of protocols shows the possible evolution of a justification into a proof but at the same time indicates that this evolution is not expected to be simple and spontaneous.
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Mariotti, M.A. Justifying and Proving in the Cabri Environment. International Journal of Computers for Mathematical Learning 6, 257–281 (2002). https://doi.org/10.1023/A:1013357611987
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DOI: https://doi.org/10.1023/A:1013357611987