This article describes an intervention with preservice mathematics teachers intended to address the use of Interactive Geometry Software (IGS) for mathematics instruction. A unit of instruction was developed to support teachers in developing mathematical tasks that use IGS to support students' high-level thinking (Smith & Stein, 1998). Preservice teachers used the IGS Framework (Sherman & Cayton, 2015) to evaluate 3 tasks, to revise a task, and ultimately to design a task using the framework. Results indicate that a majority of preservice teachers in this study were successful in creating a high-level task where IGS was instrumental to the thinking demands, and that the IGS Framework supported them in doing so. The article concludes with suggestions for use by fellow mathematics teacher educators.
Milan F. Sherman, Department of Mathematics and Computer Science, Drake University, Des Moines, IA 50311; email@example.com
Charity Cayton, Department of Mathematics, Science, and Instructional Technology Education, East Carolina University, Greenville, NC 27858; firstname.lastname@example.org
Kayla Chandler, STEM Education Department, North Carolina State University, Raleigh, NC 27606; email@example.com