This study investigates the usefulness of a Dynamic Geometry Task Analysis Framework for indicating task quality in dynamic geometry environments in general, and The Geometer's Sketchpad in particular. This research sought to first establish the validity of the framework for indicating task quality, and to second explore the effects of the framework on teachers' understanding of said quality and on teachers' task writing activity. Data were collected in the form of expert feedback on the validity and usefulness of the framework followed by revisions to the framework and task ranking methods. Student work and interviews were conducted and analyzed to further establish framework validity regarding the quality of student argumentation on tasks that ranked low, medium, and high in quality according to framework coding. The second phase of data collection was in the form of case studies that documented teacher task writing and use of the framework. The framework underwent revisions throughout the course of data collection and analysis, thus making it an evolving document in this study. Results indicate that experts came to agreement on the usefulness and validity of the framework for indicating elements of task quality. Furthermore, the quality of student argumentation generally aligned with task quality as indicated by framework codes and rankings. In the latter portion of this study, all participating teachers made significant changes to their written Geometer's Sketchpad task based on their exposure to the framework. Finally, all teachers reflected favorably on the usefulness of this Dynamic Geometry Task Analysis Framework as a guide for writing high quality tasks. Implications for mathematics education and avenues for further research are provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]