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, Charity Cayton, and Kayla Chandler
Michael J. Bossé, Kathleen Lynch-Davis, Kwaku Adu-Gyamfi, and Kayla Chandler
Teachers can use rich mathematical tasks to measure students' conceptual understanding.