Theoretically DGS (dynamic geometry software) environment allows developing studentsâ critical thinking via discovering some properties of the figures by exploring DGS applets. Our goal is to examine how this theory works in teaching a new non-trivial geometry concept. We study which van Hieleâs level of geometrical reasoning is covered by the students in two cases. The first testing group worked in Socratic style of teaching without any time limit. The second one was restricted to the regular classroom parameters and the teacher applied instructional mode of teaching. The topic is the introduction of a new locus not included in the standard curriculum but in the studentsâ zone of proximal development. We are interested in the transition of knowledge and skills developed in paper-and-pencil context to the DGS environment. The transition we#R##N##R##N#consider as an indicator of competence of synthetic type. As the outcomes of the study, some important details of incorporating DGS in teaching-learning process in secondary school were clarified.
['Maria Shabanova', 'Borislav Lazarov']
Detecting Math-and-ICT Competence