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Technology has changed the nature of mathematics learning and instructional practices (Andreasen and Haciomeroglu, 2013; Edwards, 2015; Haciomeroglu, Bu, Schoen, and Hohenwarter, 2011). Dynamic and interactive technology enriches students' learning opportunities and shifts the focus of instruction to understanding and student-centered learning by providing a means of modeling mathematical relationships (Bu and Henson, 2016; Haciomeroglu, Bu, Schoen, and Hohenwarter, 2011). The authors connect Euclidean and non-Euclidean geometries through an exploration of rich tasks of Taxicab geometry, sharing methods for organizing and presenting tasks to enhance students' understanding of geometry concepts.
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