An experimental approach to learning mathematical functions in higher secondary school with GeoGebra software in Niger republic
Résumé
This paper focuses on the analysis and understanding of learning mathematical functions in higher secondary school. We are particularly interested in strategies for solving problems on mathematical functions by mobilizing the registers of semiotic representation during mathematics classes with the GeoGebra environment. The students of class 1 do not master the features of GeoGebra (SC1) related to learning functions but the students of class 2 master them (SC2). The results show that SC1 has difficulty performing algebraic treatments adapted to the GeoGebra environment compared to those of SC2. Both have difficulty using the full didactic potential of Geogebra related to treatments and conversions between registers. The role of the teacher as a guide is necessary for particular for semiotic tasks that are not taken into account by classical semiotic analysis.