ABSTRACT
In this chapter, we focus on the roles that embedded Interactive Diagrams (IDs) play in teaching and learning mathematics in an online platform. We elaborate on how diagrammatic argumentation can be rigorous in the Dynamic Geometry Environment (DGE), sometimes in a tacit way. We also describe how mathematical understanding can begin with object construction, exploration, and manipulation using IDs. We present our exploratory study, set in an introductory teacher education mathematics course, to describe how teacher candidates with minimal mathematics knowledge construct, discuss, manipulate, and share dynamic diagrams using GeoGebra software in a Learning Management System, Canvas.
