Abstract
Creativity has a significant role in individuals' lives. This research aims to examine the reflection of the learning process of analytic geometry concepts through GeoGebra software and its effect upon the development of preservice mathematics teachers' creative thinking skills. This effect is expected to make a significant contribution to the literature with the examination of creativity and its dimensions as well as the determination of GeoGebra's role. At this point, this study designed as a mixed method research. Vectors in R2 and R3 have been taught to the preservice mathematics teachers using the GeoGebra; moreover, at the beginning and at end of the implementation, the Torrance Creative Thinking Test (TCTT) has been conducted. The research group included a total of thirty preservice teachers. Research data has been collected through Torrance Creative Thinking Test Verbal A and Figural A forms, semi-structured interviews, worksheets and models created by the preservice teachers using the GeoGebra software. The qualitative and quantitative methods have been used for data analysis. Analyses have revealed that the use of the GeoGebra software has positive reflections on preservice teachers, and thus, a significant difference has been noted in favor of the post-test in all dimensions of creativity but one.
Highlights
Mathematics is considered as one of the tools through which an individual’s creativity is ascertained
In order to find an answer to the qualitative dimension, the GeoGebra software-aided learning environments in analytic geometry classes have been instructed to the preservice teachers within elementary school mathematics education program and the reflections of this environment have been analyzed in detail
This section presents several reflections of the elementary school mathematics preservice teachers that obtained through analyzing their learning processes with reference to vectors in R2 and R3. This presentation is supported by excerpts from interviews, statements that preservice teachers wrote on worksheets and screenshots in the GeoGebra software
Summary
Mathematics is considered as one of the tools through which an individual’s creativity is ascertained. Baki [1] suggests that an increase in imagination in terms of mathematics means the improvement of the path of intuition, creativity and exploring. In Turkey, the aim is to develop creative thinking skills at all levels of education starting from elementary school to higher education [2]. There are various definitions regarding the concept of creativity in the literature. Being one of the touchstones with his studies concerning creativity, Torrance [3] defines creativity as the process of "sensing difficulties, problems, gaps in information, making guesses and hypotheses, testing these hypotheses; revising and restating them; and communicating the results”. Some researchers suggest that creativity in mathematics is generally related to the problem solving [4]
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