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Milan F. Sherman, Charity Cayton, Candace Walkington and Alexandra Funsch

textbook has a considerable influence over students’ learning opportunities. The important role of textbooks in high school mathematics classrooms arguably shapes not only students’ learning opportunities in general but also the role of technology in

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Anne Quinn

examples while requiring them to know and use the definitions of the centers. For each triangle center, it is valuable for students to construct several examples using compass and straightedge first, which can be replicated with technology ( NGA Center and

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How do tools impact what are considered “basic skills” for students? Powerful handheld computer technology is nearly ubiquitous today. What now fits in your hand used to fill entire buildings. Although computational devices are at the fingertips of

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Jason Knight Belnap and Amy Parrott

Should calculators and other technology be allowed in the mathematics classroom? Such questions have initiated a lot of debate, just because of the abundance of sophisticated technology. Many calculators and soft-ware programs can quickly and

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Milan F. Sherman, Charity Cayton and Kayla Chandler

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.

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This call requests manuscripts on which technologies enrich your teaching and which motivate your students.

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This department offers a forum where teachers can share innovative classroom activities and ideas related to teaching and learning mathematics using technology. Ideas using all types of classroom technology are welcome.

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Edited by Albert A. Cuoco, E. Paul Goldenberg and June Mark

Welcome to a new department in the Mathematics Teacher. In future issues we hope to supply thought-provoking ideas about the use of technology— computers, computer networks, calculators, and video technology—in high school mathematics classes.

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This issue of the Mathematics Teacher focuses on proof. Technology is often useful in the mathematics classroom to aid students in conjecturing about new ideas before they complete formal proofs. Good activity sheets that use the power of technology often direct student discovery through multiple examples. Exercises using technology should frequently ask questions that require students to confirm their understanding of what is happening and what conceptual ideas support the evolving process being explored. They also need the flexibility of extensions or “explore more” questions so that students who work through the exercise more rapidly can continue while other students complete the core concepts.

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This month is the final issue in which I will serve as editor of the “Technology Tips” column. It has been an exciting year of learning new technologies and working with several authors in preparing their tips. Thank you to everyone who contributed a Tech Tip this year. I would also like to thank Suzanne Harper, my co–editor, Rod Rodrigues, our liaison from the Mathematics Teacher Editorial Panel, and Nancy Blue Williams, the journal editor, for their collaboration in preparing each column. Suzanne Harper will step into the shoes of editor for the 2005–2006 volume year. I hope you will continue to enjoy the tips offered by others and consider contributing to Suzanne your own tip that can teach the rest of us some new skills and ideas for using technology in the mathematics classroom.