Through writing, students express many of their processes and ways of thinking. Since at high school level
some of the activities are carried out with the graphing calculator, we intend to investigate the contribution
of this resource to promote the mathematical writing in the learning of continuous nonlinear models at 11th
grade. Adopting a qualitative methodology, we collected and analyzed the students’ writing productions.
What they write when using the calculator gives evidence about the information valued (when they sketch
graphics without any justification); about the strategies used (when they define the viewing window and
relate different menus on the graphing calculator); and about the reasoning developed (when they justify the
information given by the calculator and the formulation of generalizations and conjectures validation).info:eu-repo/semantics/publishedVersio
