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This classroom study immersed high school geometry students in the creative and intellectually challenging design task of developing unique logos using mathematics and technology. The students applied and deepened their knowledge of transformations while using dynamic geometry software. One of the main aims of the task was to elevate student creativity and
autonomy within the mathematics classroom while they engaged in mathematical design thinking to create their logos. The discussion provides insight into considering student work from a design perspective, which can offer students new ways to engage with mathematical concepts and make their thinking more explicit
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