Discusses the gap in France between institutional support for the use of technology in mathematics teaching and its weak integration into teacher practice. Identifies and analyzes steps in integration and indicates that the role played by technology in moving from being a visual to an essential constituent of the meaning of tasks affects student…

Attempts to develop a global discussion about the roles of dynamic geometry systems (DGS) by addressing four points: (1) the variety of possible contexts for proof in a DGS; (2) the dual nature of proof (cognitive and social) as reflected in the "milieu" constructed around the use of a DGS; (3) from observing to proving; and (4) overcoming the…

Assuming that dynamic features of Dynamic Geometry Software may provide a basic representation of both variation and functional dependency, and taking Vygotskian perspective of semiotic mediation, a teaching experiment has been designed with the aim of introducing pupils to the idea of function. First data coming from the observations in Italian…