Examining the Effects of Teachers' Engagement with a Dynamic Geometry Task Analysis Framework on their Written Geometry Tasks

Abstract This study examined how pre-service and in-service secondary mathematics teachers’ engagement with a Dynamic Geometry Task Analysis Framework impacted their task writing and planning for students’ use of dynamic geometry. During a task-based interview, teachers designed a task in dynamic geometry using The Geometer’s Sketchpad . They then had an opportunity to read about and discuss a research-based framework for analyzing and designing dynamic geometry tasks. Afterwards, teachers had a chance to revisit and potentially revise their original task. Analysis revealed themes associated with task revisions and instructional planning, including research-based recommendations for utilizing dynamic geometry. Study results include evidence for the effectiveness of engagements with this framework for supporting teachers with the complexities of incorporating dynamic geometry into mathematics classrooms.