Search results for: McGee Daniel

This article describes a project used GeoGebra applets to promote the concept of multirepresentational fluency among high school mathematics preservice teachers. The authors were interested to look at whether, and possibly how, such an intervention impacts preservice teachers. the authors conclude that these findings suggested that the impact of this intervention were quite promising. The authors argue that the simultaneous access to all registers of representation seemed to move preservice teachers’ perspectives significantly away from a strictly procedural focus and to a more concept-driven approach to thinking about and doing mathematics.