Technology can be used to manipulate mathematical objects dynamically while also facilitating and testing mathematical conjectures. We view these types of authentic mathematical explorations as closely aligned to the work of mathematicians and a valuable component of our students' educational experience. This viewpoint is supported by NCTM and the Common Core State Standards for Mathematics (CCSSM).

Footnotes

Edited by Larry Ottmanlottman@gfsnet.org Germantown Friends School Philadelphia, PA

James Kettj.gkett@gmail.com Singapore-American High School (retired) Singapore

Contributor Notes

Craig J. Cullen, cjculle@ilstu.edu, a former high school mathematics teacher, teaches mathematics education courses at illinois state University in Normal. he is interested in children's development of measurement concepts and the role of technology in mathematics education.

Joshua T. Hertel, herteljt@gmail.com, is an assistant professor in the mathematics department at the University of Wisconsin–La crosse. A former high school mathematics teacher, he is interested in the teaching and learning of trigonometry, the role of technology in mathematics education, and the development of probabilistic reasoning.

Sheryl John, sheryl.john@icc.edu, is an adjunct developmental mathematics instructor and the math lab coordinator at illinois central college in east Peoria. she is interested in the use of technology for problem-solving skills through the enhancement of critical thinking and comprehension of mathematical concepts.

(Corresponding author is Cullen cjculle@ilstu.edu)(Corresponding author is Hertel herteljt@gmail.com)(Corresponding author is John sheryl.john@icc.edu)
The Mathematics Teacher

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