\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2013a.00943}
\itemau{Camacho Mach\'\i n, Mat\'\i as; Afonso Mart\'\i n, Mar\'{\i}a Candelaria}
\itemti{CAS (computer algebra systems) and dynamic geometry software. An application example. (CAS (computer algebra systems) y software de geometr\'\i a din\'amica. Un ejemplo de aplicaci\'on.)}
\itemso{Form. Profr. Investig. Educ. Mat. 8, 9-27 (2007).}
\itemab
Summary: CAS (computer algebra system) together with the surroundings of dynamic geometry have turned out to be an important element for the solution of problems in the last years. In addition, these technological tools are considered as an innovative element for mathematics teaching, and its use in class has taken to reflect on its utility to encourage learning. On the other hand, the identification of learning trajectories can be considered as an important factor when designing activities for high school students. This paper deals with a problem which shows on the one hand, how the use of these tools encourages the construction of mathematical relations and on the other hand, the exploration of connections.
\itemrv{~}
\itemcc{U50 G10}
\itemut{dynamic geometry software; teaching tools; learning methods}
\itemli{}
\end