Would you have your future students use GeoGebra [i]before[/i] drawing by hand to see what is possible, or [i]after[/i] as a way to check their work? Defend your sequence based on today’s experience.

In Triangle Task #8, where you had created a triangle with angles of 40[math]^\circ[/math], 60[math]^\circ[/math], and 80[math]^\circ[/math] GeoGebra allows you to drag a vertex and change the triangle's size while the angles stay the same. How does this visual "stretching" provide a better defense for "Infinitely Many Solutions" than a static paper drawing?

How would you explain the difference between a "Unique" triangle and a "Multiple" triangles to a student who thinks "if I can draw it, it's unique."

For a learner with fine-motor challenges (dysgraphia), how does GeoGebra change the playing field for geometry? Conversely, what is lost if that learner never picks up a physical protractor?