Leading Productive Discussions with Web-Based Dynamic Geometry Tools (LEAD-DG)

These modules are designed to support preservice secondary mathematics teachers’ development of pedagogical skills related to professional noticing of student thinking and leading productive mathematics discussions in technology-mediated geometry environments. The modules engage teacher candidates in dynamic geometry tasks and provide opportunities to analyze videos and samples of student work on the same tasks. Throughout the sequence, attention is given to the coordination of students’ interactions with technology and their expressed geometric reasoning. Tasks are intentionally designed to deepen understanding of foundational geometric ideas while simultaneously building technological pedagogical geometry knowledge.

Overview Materials


Coming soon!

Choose a Module Below

1. Introduction to DGEs & Tools (COMING SOON!)

Engages teachers in exploring the same geometric idea across physical and digital tools while examining how different technologies support mathematical reasoning, construction, and instructional decision-making.

2. Exploring Triangles & Developing Instructional Goals

Investigates triangle concepts through dynamic geometry tasks while developing instructional goals, selecting technology-based tasks, and anticipating student thinking.

3. Exploring Quadrilaterals & The Technology-Based Geometric Thinking Framework

Uses quadrilateral tasks and student work to develop teachers’ ability to analyze and interpret geometric reasoning in dynamic geometry environments.

4. Rigid Transformations, Anticipating, & Monitoring Student Thinking (COMING SOON!)

Examines rigid transformations and congruence while strengthening teachers’ ability to anticipate, monitor, and interpret students’ mathematical thinking.

5. Similarity & Posing Questions (COMING SOON!)

Focuses on dilations, similarity, and transformation relationships while developing teachers’ skill in posing questions that probe and extend student reasoning.

6. Modeling & The 5 Practices (COMING SOON!)

Applies the Five Practices to geometric modeling and problem-solving tasks to support productive discussions centered on student thinking.

PTMT is supported by the National Science Foundation under grants DUE 0442319, 0817253, 1123001 1625713, 1820976, and 2235338 awarded to NC State University, grant DUE 1820998 awarded to Middle Tennessee State University, grant DUE 1821054 awarded to University of North Carolina at Charlotte, and grants DUE 1820967 and 2235393 awarded to East Carolina University. Any opinions, findings, and conclusions or recommendations expressed herein are those of the principal investigators and do not necessarily reflect the views of the National Science Foundation.