Examining the Digital Learning Material Preparation Competencies of Pre-Service Mathematics Teachers

Abstract

The aim of this research is to examine digital learning materials designed by pre-service mathematics teachers with GeoGebra software through rubrics. This research was conducted using the integrative mixed method design, which allows the use of qualitative and quantitative methods together or sequentially. The study group of the research consists of 46 pre-service teachers studying in elementary mathematics education programme and attending the Computer-Assisted Mathematics Instruction course in a university. The pre-service teachers designed the materials in groups of two (23 participant per group). Semi-structured interviews were conducted with six groups determined according to the purposeful sampling selection. The data of this research were obtained using digital learning materials and semi-structured interview form used to interview pre-service teachers. Pre-service teachers were asked to prepare a material that can be used in teaching simple fractions addition with GeoGebra software. In line with the purpose of the study, the Digital Learning Material Evaluation Rubric has been developed by the researchers. When the Digital Learning Material Evaluation Rubric scores of the pre-service teachers who participated in the study were examined, it was found that there were deficiencies in the digital learning material design skills of the pre-service teachers. Pre-service teachers were less successful in terms of teaching appropriateness than structural appropriateness and programming appropriateness aspects of the digital learning materials produced.