Integrating GeoGebra into IWB-equipped teaching environments: preliminary results Zsolt Lavicza and Zsuzsanna Papp-Varga Faculty of Education, University of Cambridge, Cambridge, UK Department of Computer Science, Eötvös Loránd University, Budapest, Hungary Faculty of Education, 184 Hills Rd., Cambridge, CB28PQ, UK, zl221@cam.ac.uk (Received 04 November, 2009; final version received 12 April 12, 2010) The aims of the project described in this paper are threefold. Firstly, we aim to examine how GeoGebra, an open-source dynamic mathematics software application, can be used successfully for mathematics teaching in Interactive Whiteboard (IWB)-equipped teaching environments. Secondly, we intend to uncover how professional development programmes could be developed and improved for the joint use of GeoGebra and IWB. Thirdly, we aspire to identify additional software features that would make GeoGebra more suitable for IWB environments. During the past year several workshops about the use of GeoGebra with IWB were offered for teachers and teacher educators in schools and conferences in Hungary. Participant feedback and comments were collected at these events and training materials have been continuously improved. This paper reports on the preliminary data analysis from the first round of the project highlighting participants’ recommendations for improving both software features and professional development workshops. Keywords: technology, interactive whiteboard, mathematics, GeoGebra, integration Introduction and context The integration of technology applications into mathematics teaching and learning has attracted immense attention from both the mathematics education community and from policy makers (Lavicza, 2008). Rapid advancements in technology and substantial investment into technology resources have greatly extended the variety of available technologies to be used in classrooms, but at the same time increased the pedagogical complexity for teachers (Ruthven, 2007). In spite of the early optimism in the 1980s about the rapid uptake of technology in mathematics classrooms (Kaput, 1992) and the recently increased availability, the use of technology in mathematics is still marginal in most countries (Gonzales et al., 2004). In addition, due to the development of projection technologies, the classroom dynamics were further altered from predominantly individual or group to shared classroom activities (Ruthven, 2007). More recently, the spread of interactive whiteboards (IWBs) has led to additional pedagogical challenges and