Reyes-Rodríguez, A. & Santos-Trigo, M. (2007). High school teachers cognitive schemes shown in problem solving approaches based on the use of technology. En T. Lamberg & L. R. Wiest (Eds.), Proceedings of the 29th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, (pp. 573-580). Lake Tahoe, Nevada: University of Nevada. Preprinted
This study documents the type of proof schemes that high school teachers developed and used in problem solving scenarios that involve the use of dynamic software (Cabri-Geometry). Research questions that helped organize and structure the development of the study include: (i) To what extent does the high school teachers process shown to pose questions or formulate problems influence their ways to validate mathematical relations or conjectures? (ii) What types of problem solving strategies do the participants use to identify and support conjectures that emerge as a result of constructing and examining dynamic problem representations? Results indicate that the subjects use of dynamic software to represent mathematical objects and situations dynamically not only favors their ways to formulate conjectures; but also the schemes construction to support and validate those conjectures.