Technology used as a tool for mediating knowledge in the
teaching of mathematics : the case of Cabrigeometry
Colette LABORDE
Colette.Laborde@imag.fr
Teacher Education Institute
University of Grenoble
FRANCE
Abstract
The talk is based on three assumptions 1 We assume that a tool is not
transparent and that using a tool for doing mathematics not only changes
the way to do mathematics but also requires a specific appropriation of
the tool 2 A tool like Cabri embeds mathematical knowledge and the use
of such a tool requires integration of both mathematical knowledge and
knowledge about the tool. 3 The teaching may make use of a tool to foster
construction of mathematical knowledge by the students. By means of several
examples, it will be shown how a conceptualization process can be favored,
starting from the use of knowledge externalized in the Cabri environment
and moving to an internal use thanks to a sequence of tasks and with the
help of the teacher. Examples will be given in various domains: learning
of geometrical transformations, of functions, of proof.
