An Analysis of the Materials Constructed with GeoGebra by Primary Prospective Mathematics Teachers and Their Views about Dynamic Mathematics Software

Abstract

With rapidly developing technology, recent changes in information and communication technology have led the educators to take step towards the integration of computer into learning environment (Akkaya, Tatar, & Kagizmanli, 2011). Computers are the most preferred and utilized instruments in education among the available technologies, and they have many features. With the improved use of computers in teaching and learning, quests also emerge in mathematics instruction. In mathematics education, it is important for students to learn information by structuring and discovering, and for learning environments to be formed accordingly. Such learning environments where students can learn mathematics can be formed using computers. Computers offer visual images of mathematical ideas, smooth the progress of arranging and analyzing data, and calculate competently and precisely (Tutak, Turkdogan, & Birgin, 2009). Computer-assisted mathematics instruction is composed of using computers in appropriate and planned times while instructing mathematics and benefitting from the materials that are prepared with purposive pieces of software. A great deal of these pieces of software is dynamic software. Dynamic software offers a setting where students can explore geometric relationships and make and test conjectures (Guven & Kosa, 2008). GeoGebra is one of software that are used in education environments. GeoGebra’s ability to dynamically drag and visualize the objects enables us to get a solid grasp of multiple problem situations and accordingly concretize the problems.