| Abstrakt: |
The study advances the instrumental approach to mathematics education (Drijvers et al., 2013; Trouche, 2003), aiming to elucidate the interplay between students’ reasoning competency, conceptual knowledge and tool utilisation in dynamic digital geometry and algebra environments. The dynamic properties of these environments pose a nuanced predicament, as the outsourcing of translation between visual and algebraic representations raises concerns regarding students’ conceptual development and reasoning competency. To mitigate this issue, a prediction task is proposed, focusing on the dynamic behaviour of variable points in GeoGebra. I introduce a comprehensive framework adapting Toulmin’s argumentation model into the instrumental approach, emphasising processes of justification. This is complemented by the application of components of Vergnaud’s (1998) scheme concerning generative and epistemic ways to approach how students’ conceptual knowledge has played a part in these processes. Through a case study of a student pair solving a prediction task, I explore the links between instrumented justification, students’ mathematical reasoning competency and conceptual understanding, and how students’ use of GeoGebra tools is intertwined with their justification processes. The analysis reveals the intricate interplay between data production and interpretation, and it is grounded in inference drawn regarding students’ implied theorems about concepts, dynamic behaviour and progression in terms of techniques. The results indicate that the progression of technique is driven by the experience of the inefficiency of techniques and artefacts related to the goal of justification. Essentially, the framework links students’ reasoning competency to their use of tools and conceptual knowledge, as well as demonstrates that predicting dynamic behaviour can enhance knowledge-based justification. |
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