Cabri-geometry is a software for learning geometry mainly at school. Now Cabri software is developped and distributed by the Cabrilog company. Cabri is a result of a constant and fruitful collaboration between computer scientists, mathematicians, education specialists, and practising teachers. Cabri-geometry is used for teaching secondary school geometry, for university level instruction and as a tool by mathematicians in their research work The aim of this site is showing off some works illustrating various usages of Cabri-geometry and research activities by DIAM team of Laboratoire d’Informatique de Grenoble (LIG). Cabri-geometry project is supported by CNRS and Université Joseph Fourier de Grenoble. Computer algebra system (CAS).

References in zbMATH (referenced in 108 articles )

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  1. Bray, Aibhín; Tangney, Brendan: Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on realistic mathematics education (2016)
  2. Hollebrands, Karen F.; Lee, Hollylynne S.: Characterizing questions and their focus when pre-service teachers implement dynamic geometry tasks (2016)
  3. Di Paola, Francesco; Pedone, Pietro; Inzerillo, Laura; Santagati, Cettina: Anamorphic projection: analogical/digital algorithms (2015)
  4. Koyuncu, Ilhan; Akyuz, Didem; Cakiroglu, Erdinc: Investigating plane geometry problem-solving strategies of prospective mathematics teachers in technology and paper-and-pencil environments (2015)
  5. Fahlgren, Maria; Brunström, Mats: A model for task design with focus on exploration, explanation, and generalization in a dynamic geometry environment (2014)
  6. Lagrange, Jean-Baptiste; Kynigos, Chronis: Digital technologies to teach and learn mathematics: context and re-contextualization (2014)
  7. Su, Wei; Wang, Paul S.; Cai, Chuan; Li, Lian: A touch-operation-based dynamic geometry system: design and implementation (2014)
  8. Barrera-Mora, Fernando; Reyes-Rodriguez, Aaron: Enhancing mathematical thinking and reasoning through the use of digital tools in problem solving (2013)
  9. Barrera-Mora, Fernando; Reyes-Rodríguez, Aarón: Cognitive processes developed by students when solving mathematical problems within technological environments (2013)
  10. Leung, Allen; Lee, Arthur Man Sang: Students’ geometrical perception on a task-based dynamic geometry platform (2013)
  11. Mariotti, Maria Alessandra: Introducing students to geometric theorems: how the teacher can exploit the semiotic potential of a DGS (2013)
  12. Martinovic, Dragana; Freiman, Viktor; Karadag, Zekeriya: Visual mathematics and cyberlearning in view of affordance and activity theories (2013)
  13. Tabach, Michal; Hershkowitz, Rina; Dreyfus, Tommy: Learning beginning algebra in a computer-intensive environment (2013)
  14. Trgalová, Jana; Jahn, Ana Paula: Quality issue in the design and use of resources by mathematics teachers (2013)
  15. Houben, Jean-Paul: Cabri Géomètre and the axes of a cone (2012)
  16. Hoyos, Verónica: Online education for in-service secondary teachers and the incorporation of mathematics technology in the classroom (2012)
  17. Robotti, Elisabetta: Natural language as a tool for analyzing the proving process: the case of plane geometry proof (2012)
  18. Acosta, Martín E.; Mejía, Carolina; Rodríguez, Carlos W.: Solving geometric problems through experimental mathematics: use of dynamic geometry software to construct an unknown locus (2011)
  19. Mackrell, Kate: Design decisions in interactive geometry software (2011)
  20. Tabach, Michal: A mathematics teacher’s practice in a technological environment: a case study analysis using two complementary theories (2011)

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