This master research report presents the results of a research project aimed to investigate aspects of the learning of the dynamic geometry software Cabri 3D by students in grade 10 when working in 3d geometry tasks. To analyze those aspects of students’ learning and actions, we have adopted an instrumental approach. Namely, we describe and analyze the difficulties students have to interpret and use the dragging in Cabri 3D and the feedback offered by the program while they are solving activities of 3d geometry. We also identify possible schemes developed by students in these instrumented activities. This analysis is performed on the basis of the information that students produce in instrumented activities.
