Students" conceptions of congruency through the use of dynamic geometry software

Gloriana González, Patricio G. Herbst

Research output: Contribution to journalArticlepeer-review


This paper describes students" interactions with dynamic diagrams in the context of an American geometry class. Students used the dragging tool and the measuring tool in Cabri Geometry to make mathematical conjectures. The analysis, using the cK¢ model of conceptions, suggests that incorporating technology in mathematics classrooms enabled a measure-preserving conception of congruency with which students" could shift focus from shapes to properties. Students also interacted with dynamic diagrams in a novel way, which we call the functional mode of interaction with diagrams, relating outputs and inputs that result when dragging a figure. Students" participation in classroom interactions through discourse and through actions on diagrams provided evidence of learning using tools within dynamic geometry software.

Original languageEnglish (US)
Pages (from-to)153-182
Number of pages30
JournalInternational Journal of Computers for Mathematical Learning
Issue number2
StatePublished - Jul 2009


  • Calculators
  • Conceptions
  • Congruency
  • Diagrams
  • Dynamic geometry software

ASJC Scopus subject areas

  • Theoretical Computer Science
  • Computational Theory and Mathematics
  • Computer Science Applications
  • Engineering(all)


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