A Synthesis of Frameworks to Describe Students’ Geometric Thinking while Working on Technology-Based Dynamic Geometry Tasks

This paper presents the Technology-Based Geometric Thinking Framework for analyzing students’ geometric thinking within dynamic geometry environments (DGEs). The framework identifies four interconnected dimensions: engaging in exploration, developing and applying definitions, investigating invariance, and generating explanations, justifications, and proofs. By synthesizing established geometric theories with DGE-specific interactions, this framework provides researchers a structured approach for examining how technology mediates geometric thinking, illustrated through the analysis of student interactions with a dynamic geometry task. This framework has the potential to inform curriculum design, teacher practice, and the development of digital tools by offering a structured lens for interpreting students??? geometric reasoning in technology-rich contexts. While this study draws on a single task with a small sample of students, the framework lays groundwork for broader application and further validation.