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ciation for Mathematics Education Gazette , March 2014 , 7 - 8. Desmos. (n.d.) Is Desmos on your test? https:// www.desmos.com/testing Desmos. (2012, Sep 26). Google Ventures backs math education startup Desmos [Press re lease]. https://link.gale.com/apps/doc/ A303465378/ITOF? u=viva_vpi&sid=ITOF&xid=940fcc84 Iobst, C. S. (2018). Shapes and their equations: Ex perimentation with Desmos. Ohio Journal of School Mathematics , 79 , 27 - 31. Johnson, E. (2013). Teachers ’ mathematical activi ty in inquiry - oriented instruction. Journal of Mathematical Behavior , 32 , 761 - 775. King, A. (2017). Using Desmos to draw in mathe matics. Australian Mathematics Teacher , 73 (2), 33 - 37. Kuster, G., Johnson, E., Rupnow, R., & Wilhelm, A. G. (2019). The inquiry - oriented instruc tional measure. International Journal of Research in Undergraduate Mathematics Education , 5 (2), 183 - 204. Liang, S. (2016). Teaching the concept of limit by using conceptual conflict strategy and Des mos graphing calculator. International Journal of Research in Education and Sci ence , 2 (1), 35 - 48. Virginia Department of Education. (2018, June 1). Online calculator in revised Mathematics Standards of Learning tests beginning in spring 2019 [Superintendent ’ s Memo #144 18]. Richmond, VA: Author. http:// www.doe.virginia.gov/administrators/ superintendents_memos/2018/144 - 18.shtml Virginia Department of Education. (2019, Feb 15). Update to online calculator use in Stand ards of Learning Mathematics Tests based on the 2016 Mathematics Standards of Learning [Superintendent ’ s Memo #043 19]. Richmond, VA: Author. http:// www.doe.virginia.gov/administrators/ superintendents_memos/2019/043 - 19.docx Yackel, E., Gravemeijer, K., & Sfard, A. (Eds). (2011). A Journey in Mathematics Educa tion Research: Insights from the work of Paul Cobb . Springer.

Similar to the well - established resource GeoGe bra ’ s online applets, Desmos allows users to create and publish their own applets for different mathe matical concepts. Implementing these in the class room is easy due to Desmos ’ s intuitive and scalable user interface. It works on any browser, tablet, or phone thanks to its flexible infrastructure. This en sures that no matter what devices the school has purchased or students have available in the class room, the applets will work the same. Desmos also includes current technology advances in real - time instructional feedback that have become popular in other services such as Quizizz, ClassFlow, and NearPod. The element of real - time feedback and progress surveillance allows teachers to integrate students ’ work and mathematical ideas to advance the lesson ’ s mathematical agenda, an instructional attribute that is key to productive mathematical dis course (Alrø & Skovsmose, 1996), inquiry - oriented instruction (Johnson, 2013; Kuster, Johnson, Rup now, & Wilhelm, 2019) and other reform - based instructional approaches (Yackel et al., 2011; Ras mussen, Wawro, & Zandieh, 2015). The prolifera tion of these lesson resources and applets, com bined with the technological ease of use for teach ers, makes Desmos an easy choice for high - quality instruction across a range of teacher demographics such as urban, rural, early career, later career, and across a breadth of mathematical contexts not only limited to standardized testing. While only one arti cle identified for the present review focused on the use of Desmos in a calculus course, it is very likely that researchers and practitioners will report wider implementation of Desmos in advanced high school and in undergraduate mathematics class rooms. Desmos is a powerful technological force that has come to dominate the educational landscape in re cent years. While K - 12 adoption has been rather rapid for the reasons described above, the future possibilities for its application are still emerging. Future research should examine the connection be tween Desmos use and student experiences in mathematics. Additional research should investi gate the adoption and application of Desmos in more advanced classes such as calculus, topology, and differential equations at both the high school and undergraduate levels.

Alexander Moore Virginia Tech Technology Review Section Editor, Virginia Mathematics Teacher asm1@vt.edu

References

Alrø, H., & Skovsmose, O. (1996). On the right track. For the Learning of Mathematics , 16 (1), 2 - 8. Bourassa, M. (2014). Daily Desmos. Ontario Asso

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