Abstract
We aim to examine the pre-service mathematics teachers' mathematical problem-solving processes by using dynamic geometry software and to determine their evaluations based on experiences in this process. The design is document analysis, one of the qualitative research approaches. In the fall semester of the 2019 - 2020 academic year, a three-problem task was carried out in a classroom environment where everyone could use geogebra individually. A total of 65 pre-service mathematics teachers enrolled in the course of educational technology. This task includes questions that they would use, their knowledge of basic geometric concepts to construct geometrical relations and evaluations related to this process. Besides the activity papers of the prospective teachers, geogebra files were also examined. The result is pre-service mathematics teachers who are thought to have a certain level of mathematical background are found to have incorrect/incomplete information even in the most basic geometric concepts and difficulties with regard to generalisation. Keywords: Dynamic geometry, geogebra, instructional technologies, mathematical thinking, teacher education.
Highlights
We aim to examine the pre-service mathematics teachers' mathematical problem-solving processes by using dynamic geometry software and to determine their evaluations based on experiences in this process
In other words, reasoning can be moved to another dimension, thanks to dynamic geometry software (Uygan & Bozkurt, 2019)
Graphic window, spreadsheet window and algebra window interfaces. Symbols, graphics and their values to the table, it provides fast transitions between different representations. It differs from other computer algebra systems and dynamic geometry software with these properties (Aktumen, Yildiz, Horzum & Ceylan, 2011)
Summary
We aim to examine the pre-service mathematics teachers' mathematical problem-solving processes by using dynamic geometry software and to determine their evaluations based on experiences in this process. Markus Hohenwarter, the designer of Geogebra , named the programme ‘dynamic mathematics software’, as it contains computer algebra systems and dynamic geometry software features. Researches have examined how students' reasoning is shaped in environments where dynamic geometry software is used and they recommend using the software for reasoning, thinking deeply, problem-solving, creativity and analysis, instead of it being used as a presentation and visualisation tool. In this context, the key point is to strengthen the interaction between the software and the user (Kukey, Gunes & Genc, 2019; Sengun & Kabaca, 2016)
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