{"id":953,"date":"2026-04-01T19:05:55","date_gmt":"2026-04-01T19:05:55","guid":{"rendered":"https:\/\/research.ced.ncsu.edu\/ptmt\/?page_id=953"},"modified":"2026-09-02T14:48:36","modified_gmt":"2026-09-02T14:48:36","slug":"leading-productive-discussions-with-web-based-dynamic-geometry-tools-lead-dg","status":"publish","type":"page","link":"https:\/\/research.ced.ncsu.edu\/ptmt\/leading-productive-discussions-with-web-based-dynamic-geometry-tools-lead-dg\/","title":{"rendered":"Leading Productive Discussions with Web-Based Dynamic Geometry Tools (LEAD-DG)"},"content":{"rendered":"\n
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These modules are designed to support preservice secondary mathematics teachers\u2019 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\u2019 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.<\/p>\n<\/div><\/div>\n<\/div>\n\n\n\n

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Overview Materials<\/strong><\/h2>\n\n\n\n
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Coming soon!<\/strong><\/td><\/td><\/tr><\/tbody><\/table><\/figure>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n
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Choose a Module Below<\/strong><\/h2>\n<\/div>\n\n\n\n
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1. Introduction to DGEs & Tools<\/a><\/strong><\/h3>\n\n\n\n

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.<\/p>\n<\/div>\n\n\n\n

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2. Exploring Triangles & Developing Instructional Goals<\/a><\/strong><\/h3>\n\n\n\n

Investigates triangle concepts through dynamic geometry tasks while developing instructional goals, selecting technology-based tasks, and anticipating student thinking.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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3. Exploring Quadrilaterals & The Technology-Based Geometric Thinking Framework<\/a><\/strong><\/h3>\n\n\n\n

Uses quadrilateral tasks and student work to develop teachers\u2019 ability to analyze and interpret geometric reasoning in dynamic geometry environments.<\/p>\n<\/div>\n\n\n\n

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4. Rigid Transformations, Anticipating, & Monitoring Student Thinking<\/a><\/strong><\/h3>\n\n\n\n

Examines rigid transformations and congruence while strengthening teachers\u2019 ability to anticipate, monitor, and interpret students\u2019 mathematical thinking.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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5. Congruence, Similarity, & Posing Questions<\/strong><\/h3>\n\n\n\n

Focuses on dilations, similarity, and transformation relationships while developing teachers\u2019 skill in posing questions that probe and extend student reasoning.<\/p>\n<\/div>\n\n\n\n

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6. Modeling & The 5 Practices<\/strong> (COMING SOON!)<\/strong><\/h3>\n\n\n\n

Applies the Five Practices to geometric modeling and problem-solving tasks to support productive discussions centered on student thinking.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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These modules are designed to support preservice secondary mathematics teachers\u2019 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 […]<\/p>\n","protected":false},"author":73,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"ncst_custom_author":"","ncst_show_custom_author":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-953","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/953","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/users\/73"}],"replies":[{"embeddable":true,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/comments?post=953"}],"version-history":[{"count":14,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/953\/revisions"}],"predecessor-version":[{"id":2084,"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/pages\/953\/revisions\/2084"}],"wp:attachment":[{"href":"https:\/\/research.ced.ncsu.edu\/ptmt\/wp-json\/wp\/v2\/media?parent=953"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}