Enhancing Geometric Skills with Digital Technology: The Case of Dynamic Geometry

The emerging Fourth Industrial Revolution (4IR) focuses on smart technology, artificial intelligence, and robotics. Education systems must prepare students for a world where digital–physical artifacts prevail. Education 4.0 is an approach that aims to align with the 4IR, where learner critical skills include complex problem- solving and that involves designing new learning progressions and integrating technology skills into school curricula. This chapter addresses such needs, specif- ically that of designing a learning progression in geometry where geometrical skills are developed within dynamic geometry environments. In particular, we focus on how dynamic geometry (DG) skills can be progressively developed into cognitive learners’ digital skills that harmonize tensions between visual–spatial reasoning and geometrical–theoretic reasoning, through exploring didactical functionalities in different DG problem-based task designs. This approach illustrates a possible prototypical learning progression that makes use of digital curriculum resources (DCRs) to create integrated learners’ digital skills for mathematical reasoning.