The mediation of learning within a dynamic geometry environment

Computer-based learning environments promise much in terms of enhancing mathematics learning. Yet much remains unclear about the relationship between the computer environment, the activities it might support, and the knowledge that might emerge from such activities. The analysis presented in this paper is offered as a contribution to understanding the relationship between the specific tool being used, in this case the dynamic geometry environment Cabri-Géomètre, and the kind of thinking that may develop as a result of interactions with the tool. Through this analysis I suggest a number of effects of the mediational role of this particular computer environment