Interpretation of diagrams in dynamic geometry environments

This study addressed the use of dynamic geometry environments in students’ mathematical activity related to proofs and refutations. Using a framework of student interpretation of diagrams, we analysed a task-based interview where a triad of Japanese secondary school students (16–17 years old) tackled tasks related to conjecturing, proving, and refuting using dynamic geometry. Our study suggests that the distinction between perception and relation-oriented interpretations, as well between ‘drawing’ and ‘figure’, can help in deepening understanding of student behaviour when they are using dynamic geometry environments