M. Artigue, L'influence des logiciels sur l'enseignement des mathématiques : contenus et pratiques. Actes du séminaire DGESCO de février, 2007.

M. A. Ardiç and T. Et-isleyen, Secondary School Mathematics Teachers' and Students' Views on Computer Assisted Mathematics Instruction in Turkey: Mathematica Example, vol.5, pp.46-64, 2017.

V. Antohe, Limits of educational soft "Geogebra" in a critical constructive review annals. computer science series. 7th Tome 1st Fasc, 2009.

C. Arsenault and D. Voyer, Une démarche d'auto-évaluation au service de l'actualisation des savoirs mathématiques dans le cadre de la formation à l'enseignement, Association francophone internationale de recherche scientifique en éducation (AFIRSE) et Ministère de l?Éducation Nationale (dir), 2003.

F. Arzarello, F. Olivero, D. Paola, and O. Et-robutti, A cognitive analysis of dragging practises in Cabri environments, ZDM, vol.34, issue.3, pp.66-72, 2002.

A. Balanskat, R. Blamire, and S. Kefala, European Schoolnet in the framework of the European Commission's ICT cluster, 2006.

R. Bibeau, La difficulté d'intégrer l'ordinateur à l'école à qui la faute ?, 10ème Colloque annuel des directions et directions adjointes des écoles franco-ontariennes, 2008.

S. Buyukozturk, Experimental patterns: Before-after test control group pattern, 2001.

A. Baccaglini-frank and M. A. Et-mariotti, Generating conjectures in Dynamic Geometry: The maintaining-dragging model, International Journal of Computers for Mathematical Learning, vol.15, issue.3, pp.225-253, 2010.

B. Cornu and A. Et-ralston, The influence of computers and informatics on mathematics and its teaching, Science and Technology Education. Document Series, vol.44, 1992.

Y. Chevallard, Concepts fondamentaux de la didactique : perspectives apportées par une approche anthropologique, Recherches en Didactique des Mathématiques, vol.12, issue.1, pp.77-111, 1992.

Y. Chevallard, L'analyse des pratiques enseignantes en anthropologie du didactique, Recherches en Didactique des Mathématiques, vol.19, pp.221-265, 1999.

I. Capron-puozzo, Pour une pédagogie de la créativité en classe de langue: réflexion théorique et pratique sur la triade créativité, émotion, cognition, Voix Plurielles, vol.11, issue.1, pp.101-111, 2014.

A. Delice and G. Et-karaaslan, Dinamik geometri yaz?l?m? etkinliklerinin ö?renci performanslar? ba?lam?nda incelenmesi: analitik düzlemde do?ru denklemleri [Investigation of the effects of the dynamic geometry software tasks on students' performance: lineer equations, E?itim Bilimleri Dergisi, vol.41, issue.41, pp.35-57, 2015.

L. Dikovi?, Applications Geogebra into teaching some topics of mathematics at the college level, Computer Science and Information Systems, vol.6, issue.2, pp.191-203, 2009.

M. Dockendorff and H. Et-solar, ICT integration in mathematics initial teacher training and its impact on visualization: the case of Geogebra, International Journal of Mathematical Education in Science and Technology, vol.49, issue.1, pp.66-84, 2018.

T. Güyer, Computer algebra systems as the mathematics teaching tool, World Applied Sciences Journal, vol.3, issue.1, pp.132-139, 2008.

B. Guven, E. Cekmez, and I. Et-karatas, Using empirical evidence in the process of proving: The case of dynamic geometry, Teaching Mathematics and Its Application, vol.29, pp.193-207, 2010.

G. Gueudet and F. Vandebrouck, Technologies, enseignement et apprentissage des mathématiques : Revue de questions. Séminaire national de didactique des mathématiques, pp.219-240, 2009.

M. Hohenwarter, J. Hohenwarter, Y. Kreis, and Z. Et-lavicza, Teaching and learning calculus with free dynamic mathematics software Geogebra, 11th International Congress on Mathematical Education, 2008.

M. Hohenwarter and K. Jones, Ways of linking geometry and algebra: The case of Geogebra, Proceedings of British Society for Research into Learning Mathematics, issue.3, pp.126-131, 2007.

M. Hähkiöniemi, Student teachers' types of probing questions in inquiry-based mathematics teaching with and without Geogebra, International Journal of Mathematical Education in Science and Technology, vol.48, issue.7, pp.973-987, 2017.

T. Kutluca and Y. Et-zengin, Matematik ö?retiminde Geogebra kullan?m? hakk?nda ö?renci görü?lerinin de?erlendirilmesi. Dicle Üniversitesi Ziya Gökalp E?itim Fakültesi Dergisi, vol.17, pp.160-172, 2011.

T. Kutluca and A. Et-baki, S?n?f Matematik Dersinde Zorlan?lan Konular Hakk?nda Ö?rencilerin, Ö?retmen Adaylar?n?n ve Ö?retmenlerin Görü?lerinin ?ncelenmesi. Kastamonu Üniversitesi Kastamonu E?itim Dergisi, et, vol.2, pp.616-632, 2009.

M. Lebrun, La formation des enseignants aux TIC : Allier pédagogie et innovation, Revue internationale des technologies en pédagogie universitaire, vol.1, pp.11-21, 2004.

C. Laborde, Robust and soft constructions: Two sides of the use of dynamic geometry environments, Proceedings of the 10th Asian technology conference in mathematics, pp.22-35, 2005.

M. Morin, Enseigner les mathématiques au primaire : le quoi ou le comment ? Québec : Éditions Bande didactique, 2003.

H. Morris, Issues raised by testing primary teachers' mathematical knowledge, Mathematics teacher education and development, vol.3, pp.37-47, 2001.

N. Prieto and J. Sordo, Designing Geometry 2.0 learning environments: a preliminary study with primary school students, International Journal of Mathematical Education in Science and Technology, pp.1-21, 2013.

P. Rabardel, L'homme et les outils contemporains, 1996.

Z. A. Reis, Computer supported with Geogebra, Procedia Social and Behavioral Sciences, vol.9, pp.1449-1455, 2010.

M. Romero and T. Laferrière, Usages pédagogiques des TIC : de la consommation à la cocréation participative. Vitrine Technologie Education, 2015.

M. Romero, . Lille, A. ;. Patiño, and Y. Et-zengin, Usages créatifs du numérique pour l'apprentissage au XXIe siècle. Québec : Presses de l, Computers in the Schools, vol.33, issue.2, pp.120-132, 2016.

E. Tatar, The effect of dynamic mathematics software on achievement in mathematics: The case of trigonometry, Energy Education Science and Technology Part B:Social and Educational Studies, vol.4, issue.1, pp.459-468, 2012.

, TIC UNESCO : Un référentiel de compétences pour les enseignants, 2011.

F. Vandebrouck and A. Robert, Activités mathématiques des élèves avec les technologies numériques. Recherches en Didactique des Mathématiques, vol.37, pp.2-3, 2017.

S. Yorganci, Web tabanli uzaktan e?itim yönteminin ö?rencilerin matematik ba?arilarina etkileri. The effects of web based distance education method on students' mathematics achievements, Kastamonu E?itim Dergisi, vol.23, issue.3, pp.1401-1420, 2014.

Y. Zengin, Dinamik matematik yaz?l?m? Geogebra'n?n ö?rencilerin ba?ar?lar?na ve tutumlar?na etkisi (Yay?mlanmam?? Yüksek Lisans Tezi). Kahramanmara? Sütçü ?mam Üniversitesi, Fen Bilimleri Enstitüsü. Kahramanmara?, 2011.