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This study examined 18 prospective secondary mathematics teachers' understanding of the nature of definitions, and their use of the dynamic geometry software Sketchpad to improve not only their understanding of definitions but also their ability to define geometric concepts themselves. Results indicated that the evaluation of definitions by accurate construction and measurement enabled students to achieve a better understanding of necessary and sufficient conditions, as well as the ability to more readily find counter-examples, and to recognise and improve on uneconomical definitions.