| Summary: | In this paper, I report on preservice teachers’ reflections and perceptions on theirproblem-solving process in a technological context. The purpose of the study was to to investigatehow preservice teachers experience working individually in a dynamic geometry environment andhow these experiences affect their own mathematical activity when integrating content (nonroutineproblems) and context (technology environment). Careful analysis of participants’ perceptionsregarding their thinking while engaged in problem solving, provided an opportunity to explorehow they explain the emergence of problem solving when working in a dynamic geometryenvironment. The two participants communicated their experience both through the lenses ofthemselves as problem solvers and as future mathematics educators. Moreover, the results of thestudy indicated that problem solving in a technology environment does not necessarily allow focuson decision-making, reflection, and problem solving processes as reported by previous research.
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