EJMT Abstract

It is unavoidable that a computer program has its constraints. In a mathematics pedagogical program such as dynamic geometry software (DGS), the constraints may lead to deviations of mathematical representations from its intended mathematical concepts. If it is used properly, the deviations can open up pedagogical opportunities and hence may be called as discrepancy potentials of the tool. In this paper, examples of developing mathematical discussions by using the discrepancy potentials in two DGS tasks are discussed. It aims at elaborating the idea of discrepancy potentials in the design principles for effective DGS-based tasks . This paper relates to the topic ‘Mathematics Education using Information Communication Technology.’