- Describe the different affordances of technology to support students’ learning of mathematics (multiple linked dynamic representations, direct manipulation of objects, computational power, the ability to model and simulate real events).
- Critically evaluate and use materials for teaching mathematics with technology and make decisions about appropriate and effective use of mathematics technology (e.g., mathematical, cognitive, pedagogical fidelity).
- Analyze students’ learning and thinking about mathematical ideas when students use technology.
- Observe students’ work with technology and pose questions that both assesses students’ mathematical thinking and develops this thinking as they engage with mathematical tasks.
- Engage students in productive discourse that focuses on important mathematical ideas when using technology-enhanced mathematics tasks.