Edwards, Michael Todd2011-03-142013-07-102011-03-142013-07-102011-03-14http://hdl.handle.net/2374.MIA/4413In this paper, we explore the use of dynamic geometry software (DGS) as a medium for changing student and teacher interactions (and attitudes) with functions. We o er three examples of sketches that may be used to encourage students to build their own functions. Moreover, we share a strategy for developing additional sketches, namely our three-step MTA process (Measure - Trace - Algebratize). Note that these steps roughly correspond to concrete, iconic, and symbolic levels of representation proposed by Bruner (1960; 1966). As our examples illustrate, the MTA approach provides students with opportunities to explore and construct remarkably non-standard functions - often beautiful, unexpected, and thoroughly original.DGS (dynamic geometry software)MTA process (Measure - Trace - Algebratize)teaching methodsText