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Abstract
Cognitive technologies have been described in the literature as reorganisers of thinking processes, especially where problem solving is concerned. This paper aims to analyse the possible use of Cabri-Géomètre as a cognitive tool in the elaboration of mathematical justifications in the context of problem-based mathematics. Some empirical examples are given to illustrate the significance of the specific learning situation. The complexity of learning environments incorporating computer-based activities is stressed as a condition for them to be effective in the introduction of the idea of mathematical justification and its evolution towards a sense of proving.