Abstract
New technology requires as well as supports the necessity to raise the level of geometric thinking. Freudenthals view of van Hiele's theory corroborates a dynamic multi-level curriculum that offers material support for higher levels. For levels higher than 2, the dynamic locus capability of Dynamic Geometry software is crucial, e.g. in the study of loci of orthocentres and incentres. Discrepancies between their algebraic and geometric descriptions can motivate a deeper involvement with basic curve theory on the side of the teacher, who thereby can predict in which cases the students may succeed in restructuring the construction to overcome the discordance.
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