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Teaching Mathematics and its Applications Advance Access originally published online on May 13, 2007
Teaching Mathematics and its Applications 2007 26(4):167-178; doi:10.1093/teamat/hrl019
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© The Author 2007. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved. For permissions, please email: journals.permissions@oxfordjournals.org

Musing on the use of dynamic software and mathematics epistemology

Manuel Santos-Trigo, Aarón Reyes-Rodríguez and Hugo Espinosa-Pérez

Address for correspondence: Manuel Santos-Trigo, Mathmetical and Education Department, Centre for Research and Advanced Studies, Cinvestav, Av. IPN 2508, Sn Pedro Zacatenco 07360, Mexico D.F. E-mail: msantos{at}cinvestav.mx

Submitted July 2006; accepted November 2006

Different computational tools may offer teachers and students distinct opportunities in representing, exploring and solving mathematical tasks. In this context, we illustrate that the use of dynamic software (Cabri Geometry) helped high school teachers to think of and represent a particular task dynamically. In this process, the teachers had the opportunity of identifying, exploring and supporting mathematical relations that emerged during the solution of the task. We distinguish problem-solving episodes that teachers exhibited while understanding and representing the task, thinking of a solution plan, searching and presenting mathematical arguments and looking for connections.

Manuel Santos-Trigo completed his doctorate in mathematics education at the University of British Columbia, Canada. He is currently a professor at the Centre for Research and Advanced Studies (Cinvestav) in Mexico City. He teaches graduate courses and does research in mathematical problem solving. In particular, he is interested in documenting mathematical processes, resources, strategies and conceptualisations that teachers and students develop as a result of using various technological tools in problem solving activities.

Aarón Reyes-Rodríguez gained his BSc in mathematics from UNAM, México, and his MSc in Mathematics Education at Cinvestav. His area of interest is also the use of technology in helping high school teachers and students to comprehend mathematical ideas and enhance their problems solving approaches.

Hugo Espinosa-Pérez completed his BSc in mathematics from UNAM, México, and his MSc in Mathematics Education at Cinvestav. His area of interest includes the use of technology in helping high school teachers and students to pose problems and construct mathematical proofs.


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