Abstract
GeoGebra affords a variety of representational resources and computational utilities that have the potential to engage prospective mathematics teachers in insightful investigations of fundamental ideas of mathematics. Given that many prospective mathematics teachers have a fragmented view of mathematics, GeoGebra, as an integrated system of algebra, geometry, and calculus, stands as a mathematically enriched environment where prospective teachers could explore and/or construct mathematical objects and further develop a connected view of mathematics. In this article, we share our experience in using GeoGebra with prospective middle and secondary mathematics teachers, highlighting the need for reconceptualization and remediation for both the instructor and the prospective teachers.
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