Student interpretations of a dynamic geometry environment

It seems that aspects of student interpretations of computer-based learning environments may result from the idiosyncrasies of the software design rather than the characteristics of the mathematics. Yet, somewhat paradoxically, it is because the software demands an approach which is novel that its use can throw light on student interpretations. 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 a number of effects of the mediational role of this particular computer environment are suggested