The rise of dynamic modeling and 3-D design technologies provides appealing opportunities for mathematics teachers to reconsider a host of pedagogical issues in mathematics education, ranging from motivation to application and from visualization to physical manipulation. This article reports on a classroom teaching experiment about cube spinning, integrating traditional tools, GeoGebra (, and 3-D design and printing technologies. It highlights the rich interplay between worthwhile mathematical tasks and the strategic use of diverse technologies in sustaining sense making and problem solving with a group of prospective teachers.

Contributor Notes

Lingguo Bu,, teaches mathematics content and methods courses in the teacher education program at Southern Illinois University Carbondale. He is interested in model-centered learning and instruction in school mathematics and mathematics teacher preparation and professional development.

(Corresponding author is Bu
The Mathematics Teacher


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