Sessions Strands

Teachers' mathematical knowledge for teaching (MKT) has been found to impact teacher change (Hill, Rowan, & Ball, 2004). This study examines teachers' development of MKT as they implement dynamic geometry software (DGS) with a coach. In addition, the study examines coaches' development of MKT as well as student understanding and attitudes. We found a relation between teachers' and coaches' expressions of MKT and their ways of using DGS. Student attitudes and understanding also improved.

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