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(Eds.), Learning technology for education in cloud. Designing technology-based tasks for enhancing mathematical understanding through problem solving. International Journal of Mathematical Education in Science and Technology, 45(7), 1034–1052. Revisiting mathematical problem solving and posing in the digital era: Toward pedagogically sound uses of modern technology. In this process, it becomes important to think of and represent problem statements and concepts geometrically, to construct dynamic models of problems, to trace and examine loci of particular objects, to analyze particular and general cases, and to communicate results. What types of strategies, representations, and resources emerge and are important in problem-solving approaches that rely on and foster the use of a Dynamic Geometry System affordances? The aim of this chapter is to analyze and discuss on how the use of a Dynamic Geometry System (GeoGebra) provides affordances to develop a geometric reasoning as a mean to work and solve mathematical problems. Currently, significant developments of digital technologies are shaping both students’ social interaction and ways of learning mathematics and solving problems. Indeed, it is common to structure and frame both mathematical curriculum and learning environments through problem-solving activities. It has been widely recognized that problem-solving activities are crucial in developing and learning mathematics.
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