The advent of dynamic geometry software has changed the way students draw, construct, and measure by using virtual tools instead of or along with physical tools. Use of technology in general and of dynamic geometry in particular has gained traction in mathematics education, as evidenced in the Common Core State Standards for Mathematics (CCSSI 2010).

Contributor Notes

Aaron Trocki, adtrocki@ncsu.edu, is a graduate student in mathematics education at North carolina state University in raleigh. he is interested in the role of technology and discourse to promote conceptual understanding in mathematics.

(Corresponding author is Trocki adtrocki@ncsu.edu)
The Mathematics Teacher

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