In the article, they discussed how to use technology as an effective tool in the

classroom. Something that really stood out to me was using technology to show multiple
representations of a concept before generalizing about this. I do this a lot in my
classroom. For instance, when we talk about a specific function. When we studied linear
functions in my class, I had my students look at tables and discuss patterns. We looked
at graphs and discussed how they were the same and how they were different. We
talked about how we could describe the family (what the common features of this
function family were). We then looked at situations, we tried to develop how to represent
them algebraically. If we can do that, can we make a table? Can we graph it. When
students start to see the relationship between all of these things they can generalize a
lot more accurately without making assumptions. We generally use technology for
graphing.

I like that they also specified that failing to look at different diverse examples will
also leave students making assumptions that may be false. Students need to have a
concrete accurate visual about what a mathematical concept can do in a wide variety of
examples. If they don’t, then they tend to either not see what that concept could also
apply to, or it can make it so the student thinks that concept works more often than it
actually does. Students need to discover these boundaries. I also liked how they talked
about how students tend to pick nice properties when trying to select random cases, but
often times do not pick extreme cases to show the concept is true. I like how they said
to have students find multiple ways to represent a conjecture, have them write it on the
board and discuss how it meets the criteria of the conjecture and is different from those
previous. What rich conversation and thinking that would be!

The last thing that I really found interesting was the definitions piece. We have
spent a lot of time in our department looking at definitions and how we can teach their
aspects to our students. If they truly understand every part of a definition, which
explains exactly what needs to happen to fulfill the needs of that concept, it will be
easier for them to be able to explain how they know what they are thinking or what
others are thinking is true or not and why. They will be able to generate diverse
examples of the concept. They will be able to explain to their peers if their conjecture is
true or not.

The biggest component when using technology in the classroom is to make sure
that the technology is not taking away from what the student needs to fully understand
the concept. Only use technology to enhance what they know about that concept to help
generalize their thinking. ​Figure 1(a)​ ​Figure 1(b)​ ​Figure 1(c)​ ​Figure 1(d)​ ​Figure 2(a)
Figure 2(b)​ ​Figure 2(c)