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The third example and Figure 3 are taken from Irina's portfolio: could clearly see on the graph the point from which I have started". The second example and Figure 2 are taken from Gail's portfolio: would change. But no! And this was the amazing part, because I was certain that the pattern is related to

Figure 3 The third example and Figure 3 are taken from Irina's portfolio: could clearly see on the graph the point from which I have started". The second example and Figure 2 are taken from Gail's portfolio: would change. But no! And this was the amazing part, because I was certain that the pattern is related to

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the measures of the angles of the original triangle. But the graph showed that only the relations between "Several weeks ago I assigned my students the following problem: ABCD is a square. Point E lies on side
the measures of the angles of the original triangle. But the graph showed that only the relations between "Several weeks ago I assigned my students the following problem: ABCD is a square. Point E lies on side
equation)...Indeed, as you can see, if |EC|=a, |EB|=ka, than f(k) =2k+1".
equation)...Indeed, as you can see, if |EC|=a, |EB|=ka, than f(k) =2k+1".
The problem posing approach embedded in the WIN strategy enabled each teacher to engage in problems The problem posing a pproach embedded in the WIN strategy enabled each teacher to engage in problems that relate to his/her own domain of interest (Mason, 2000). As can be seen from the teachers' works, the dynamism feature of the DGS and the WIN strategy are interwoven in a natural way, and in fact stimulate and nurture each other. Specifically, the WIN question and the need to determine which components of a figure are fixed and w the teachers had to ac hich are unfixed appear to go hand in hand, since in order to progress in their work, knowledge that a figure consists of relationships among its components, and that a functional dependency exists among them (Holzl, Healy, Hoyles & Noss, 1994). nd so on) would also yield some regularity, and perhaps there is a 'meta rule' that governs everything" and nurture each other. Specifically, the WIN question and the need to determine which components of a figure are fixed and which are unfixed appear to go hand in hand, since in order to progress in their work,
The problem posing approach embedded in the WIN strategy enabled each teacher to engage in problems The problem posing a pproach embedded in the WIN strategy enabled each teacher to engage in problems that relate to his/her own domain of interest (Mason, 2000). As can be seen from the teachers' works, the dynamism feature of the DGS and the WIN strategy are interwoven in a natural way, and in fact stimulate and nurture each other. Specifically, the WIN question and the need to determine which components of a figure are fixed and w the teachers had to ac hich are unfixed appear to go hand in hand, since in order to progress in their work, knowledge that a figure consists of relationships among its components, and that a functional dependency exists among them (Holzl, Healy, Hoyles & Noss, 1994). nd so on) would also yield some regularity, and perhaps there is a 'meta rule' that governs everything" and nurture each other. Specifically, the WIN question and the need to determine which components of a figure are fixed and which are unfixed appear to go hand in hand, since in order to progress in their work,
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