Abstract
This chapter discusses how the use of Dynamic Geometry Software (DGS) can be used to support students’ engagement with the Standards for Mathematical Practice as outlined in Common Core State Standards for Mathematics (CCSS-M). In particular, the aim of this chapter is to (1) describe what students’ strategic use of appropriate tools might entail in a DGS environment, and (2) argue that for students to engage in these practices in a DGS environment, they must construct meaning for and with these tools in the process of instrumental genesis. Illustrative examples are provided from three secondary mathematics classrooms, and the chapter concludes with recommendations for future research and teacher education in this area.
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