A Tale of Four Teachers: Integrating Desmos in High School Geometry After Professional Development

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Abstract

Although mathematics-specific technologies benefit student learning, the issue with integrating such technologies into instruction is the lack of sufficient teacher training. This study explores the effect of a PD series on high school mathematics teachers’ perceptions of teaching geometry with Desmos. The design selected for this study is a multiple-case study design. Four geometry teachers, who teach at a high school in the 2023-2024 school year, consented to participate in the study. Data were collected from classroom observations and semi-structured interviews. Our thematic analysis revealed that drill-and-practice and direct instruction are still the most common central teaching methods when using Desmos. We discuss implications for future professional development opportunities to improve effective technology integration strategies for teaching mathematics.

Authors

• Matthew Vazzana, Freehold Township High School

• Vecihi Serbay Zambak, Monmouth University