As a component of a continuous evaluation of the curriculum, the South African Department of Basic Education introduced the Curriculum and Assessment Policy Statement (CAPS) in 2012, which re-introduced Euclidean geometry into the Further, Education and Training (FET) phase. This means that learners are now forced to engage with formal proof in the mathematics classroom. Many problems emerged as learners performed very poorly in geometry related questions. Research based on remediation of such problems has suggested the incorporation of technological mediating artefacts (Sketchpad, Cabrii, for example) that support learners` learning of geometry. This paper discusses the result of an intervention where learners were provided with support using Sketchpad and worksheets, to investigate and prove cyclic quadrilateral theorems and thereafter solve problems related to these theorems. This study involved seventeen grade 11 learners who were taught using a designed model of teaching and later subjected to a task-based activity. Nine were subsequently selected for an interview. This qualitative study revealed that in most cases learners require assistance from the teachers during their proving process. The overwhelming finding is that they need to practice proof with adult guidance in order to become self-sufficient in the proving process.

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