Abstract
This paper considers how the use of dynamic geometry software (Cabri II on the Texas TI 92) can contribute to the development of pupils’ ideas of construction and proof. Classroom research is reported involving a group of Year 8 pupils (aged 12 to 13) in a mixed urban comprehensive school in the North of England. Two perspectives are combined in analysing the classroom activities. Socio-culturally, the technology is seen as a mediating tool and intellectual development as a complex, dialectical process. A second perspective considers the elements of proof and concludes that, whilst verification and conviction have an importance, it is in explanation that proof becomes social. This combination may indicate the potential of the technology in supporting the development of ideas of construction and proof.
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