The experimental software such as Cabri Ⅱ, The Geometer's Sketchpad, etc. provides dynamic environment which construct and explore geometric objects interactively and inductively. It has the effects on mathematics itself differently from other technologies that are used in instruction. What is its characteristics? What are the educational implication of it for the learning of geometry? How is mental reasoning of geometric problems changed by transformation of the means of representationand the environment to manipulate them? In this study, we answer these questions through the review of the related literatures and the analysis of textbooks, teaching materials using it and curricular materials. Also, we identify implications about how the criteria for choosing geometic content and the ways of constructing context, for orchestrating the students' exploration with the secondary geometry curriculum, can be changed.
I. 서론
II. 탐구형 소프트웨어와 기하학습내용의 구성
III. 기하학습내용의 구성방안
IV. 모형단원
V. 결론
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