Teachers’ Use of Technology Affordances to Contextualize and Dynamically Enrich and Extend Mathematical Problem-Solving Strategies

This study aims to document the extent which use of digital technology enhances and extends high school teachers’ problem-solving strategies when framing their teaching scenarios. The participants systematically relied on online developments such as Wikipedia contextualize problem statements or review involved concepts. Likewise, they activated GeoGebra’s affordances construct explore dynamic models tasks. Apollonius is used illustrate discuss how contextualized task problems’ models. As a result, exhibited extended domain several including simpler cases, dragging orderly objects, measuring objects attributes, finding loci some that shaped approached reasoning solve problems.