Examining the Effects of a Dynamic Geometric Task Analysis Framework on Teachers' Written Tasks
Brief Paper
ID: 48220
Abstract: How do teachers recognize and write quality tasks for dynamic geometry software environments? Dynamic geometry software environments provide users the unique affordance of dragging mathematical objects to test conjectures. This paper introduces a framework to be used by teachers and teacher educators to recognize aspects of task quality in such environments. The author introduces research in the form of case studies of pre-service and in-service teachers who wrote tasks while utilizing a dynamic geometry task analysis framework.
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