Pre-service Teachers' Characterizations of "Draggable" Task Situations Through the Lens of Embodied Task Design.

This report details a set of three tasks used in an exploratory study of pre-service teachers' (PSTs) experiences of task design for the mathematics classroom. The three tasks, which I call the , were constructed in Desmos, a dynamic geometry environment (DGE), and participants engaged each task through manipulating draggable objects on iPad touchscreens. The purpose of this report is two-fold: one aim is to present the tasks in detail and to elaborate on the intentions behind their design and a second is to present some perspectives of PSTs on these tasks generated through their participation in the study.