DEVELOPING STUDENTS GEOMETRICAL THINKING THROUGH LINKING REPRESENTATIONS IN A DYNAMIC GEOMETRY ENVIRONMENT

The paper draws on an experiment conducted in a secondary school mathematics classroom in Greece which aimed to explore ways in which students develop problem representations, reasoning and rigorous proof through building visual active representations. The paper introduces the meanings of Linking Visual Active Representations (LVAR) and Reflective Visual Reaction (RVR). Two distinct themes emerge from an analysis of the results: the relationship between: a) the building/design of the activities and the RVR by the students and b) LVAR in the activities and the development of geometric thinking. LVAR, RVR and van Hiele levels of the students are used as descriptors for the analysis.