(UN)INTENDED REPRESENTATION IN DYNAMIC GEOMETRY SOFTWARE: PEDAGOGICAL CONSIDERATIONS
1 : Recep Tayyip Erdogan University
Dynamic geometry software (DGS) has become more common in classrooms for teaching and learning mathematics. In this paper, I address some representational issues with which students and teachers may encounter while using DGS. Unintended representations may stem from the design principles for DGS, tasks that involve constructions with a limitation and representations of mathematical objects in DGS. Pedagogical considerations about using those representations as an opportunity for mathematical investigation are discussed.