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Dec 14, 2024Article Details
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Main Article Content
Exploring high school students' experiences in the process of solving problems of numerical functions with GeoGebra
Abdoul Massalabi Nouhou
Abstract
This research focuses on the study of the uses of a dynamic software environment in teaching - learning numerical functions in high school mathematics. We are particularly interested in improving the learning of numerical functions in high school through the dynamic mathematics software, GeoGebra. The theoretical framework is structured around registers of semiotic representations and the theory of semiotic mediation. The experiment focused on an ordinary mathematics class in the final year of high school science students (18-19 years old) in a public school in the city of Arlit, Niger. Two sessions on the study of numerical functions with a real variable were observed and the problem solving strategies were analyzed. The results allowed us to notice in the resolution of Problem 1 that most students easily introduce the algebraic register but find themselves destabilized when it comes to using the graphic register concerned. Despite the introduction of GeoGebra, the students had difficulties mobilizing the different registers of representation of the function. The results allowed us to note during the resolution of Problem 2 that the students manage with a certain ease the introduction and use of the algebraic register but also to use the graphic register and the numerical register of the table of values. The introduction of GeoGebra as a mediation tool allowed the students to invest a little more than usual in this second session. This improvement implies a direct assumption of responsibility for carrying out unusual mathematical tasks to introduce or use the registers of semiotic representation of numerical functions.
