Increasing the Comprehension of Function Notion from Variability and Dependence Experienced Within Cabri-II

Abstract

In a research carried out (Hoyos, Capponi, Geneves, 1998) during the 97-98 school year, we set up a series of learning scenarios in a French Licée, using Cabri-II. A teaching experiment was therein performed among Séconde (15-16 year-old) students, around the task of algebraic inequation problem solving. In the present report, we show how Cabri-II was a significant tool to achieve connections between the algebraic and the graphic representations of the functions. Besides, the analysis of the pupils' interplay within the software indicated that perhaps the connections that students established between the different types of function representations were due, to the experience promoted when they worked within Cabri-II