Abstract
This study examined pre-service teachers’ accuracy for geometric constructions with dynamic geometry software, their justification for the accuracy of geometric figures, and their awareness they gained throughout the process. The data come from a sample of 71 elementary grade pre-service teachers activity form completed as a part of geometry course in a large university in Southeast of Turkey. The data were analyzed by using both descriptive and content analysis techniques of qualitative research. Findings revealed that elementary grade pre-service teachers’ performance for geometric figure construction and their performance for geometrical justification were limited. Furthermore, only very few elementary grade pre-service teachers noticed the differences and similarities for their geometrical constructions when using dynamic software. Results further showed that elementary grade pre-service teachers need more geometrical construction activities on dynamic software environment in order to make accessible them to improve their conceptual knowledge on geometrical concepts.
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