An Analysis of Pre-Service Mathematics Teachers’ Desmos Activities for Linear Programming Lesson

Abstract

This qualitative study was aiming to analyze digital learning activities developed by pre-service mathematics teachers for linear programming lesson. The research participants were five pre-service teachers who assigned individually to develop learning activities for Linear Programming lesson by using Desmos Activity Builder. The analysis was conducted by adopting the Triple E framework, which measure how well the Desmos Activities are helping students engage in, enhance, and extend the lesson. It was found that all pre-service teachers have reached the green level of the Triple E Framework. Future improvement is needed, especially in the extension aspect. This study shows that there is potential to optimize pre-service mathematics teacher readiness to develop technology by providing opportunities for them to think about, design, experience, and reflect on how they can use technology for learning and teaching.