Combining epistemological and cognitive approaches of geometry with cK¢
Résumé
In this article, we study the issues in making students use deductive geometry, both from epistemological and cognitive points of view. We show that working on geometrical objects needs at the same time working on diagrams in a specific way (instrumental and dimensional deconstruction), and that this can be trained by specific tasks. In this process, instrumental work is a crucial point of the work and, using the cK¢ model, we characterize two instrumental deconstruction that are involved in this evolution of the geometrical work.
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