GeoGebra in Romanian: the challenges of localising an educational software into an specific socio-cultural context ABSTRACT: This paper focuses on the aspects related to the localisation of the GeoGebra dynamic mathematics educational software into Romanian. The work was done during an internship at the Faculty of Education of the University of Brasília, along with the Ábaco research group. The need to localise it originated from an analysis made of the situation of the GeoGebra software in the Romanian context. Even though there have been some previous attempts to localise the software, none of them were finalised, which poses limitations to the usage of this powerful mathematical tool in Romania. This research work was produced in the context of the European Master in Media Engineering for Education (EUROMIME). KEYWORDS: Didactical and media transposition, Geogebra localisation, informatics on mathematics education 1 Introduction The educational software GeoGebra is a dynamic mathematics virtual tool that integrates dynamic geometry with concepts of computational algebra. Dynamic geometry was defined by Bellemain & Correia [BC04] as a study of the properties of the sets of drawings representing the same geometric figure or taking into account the same set of specifications. According to Isotani & Brandão [IB06], dynamic geometry represents a computational implementation in traditional geometry, where the term “dynamic” is to mean the opposite of the “static” structures used in traditional geometry constructions. The main advantage of using dynamic geometry is the possibility of performing an arbitrary number of tests on one same geometrical construction, as opposed to making use of the traditional ruler and compass [IB06]. In an educational perspective, these new models of geometry allow the learner to test and discover various properties and/or concepts related to geometry on his/her own, which contrasts the traditional teaching method where the teacher enunciates definitions, concepts and