Children learning to specify geometrical relationships using a dynamic geometry package

In order to understand the learning taking place when students use a dynamic geometry package such as Cabri-Géomètre, a particular focus for study needs to be on the learning mediated through employing such a resource. In this paper I describe how one pair of 12 year old students begin learning how to specify geometrical relationships in Cabri. I argue that, while Cabri provides certain elements of the mathematical language necessary for the articulation of relevant mathematical ideas, significant aspects must be provided by the teacher