Conclusions
Three dimensions:
1. Students progression on algebraization levels:
- Childhoord Education: dragging and moving points.
- Primary Education: generalized numbers, changing numerical values (from level 0 to level 2)
- Secondary Education: use of parameters (from level 3 to level 4).
2. Integration of material supports, suitability of the learning process (treatment + conversion)
3. Influence of dynamic geometry software on the didactical contract (imitation contract - explorative model)
Algebraization levels
Suitability of the learning process
Influence on the didactical contract
