The effectiveness of ‘what if not’ strategy coupled with dynamic geometry software in an inquiry-based geometry classroom

Abstract

ABSTRACTIn this paper we present the results of a study which was carried out in an inquiry-based teaching and learning environment with the use of ‘what if not’ methodology coupled with the integration of dynamic geometry software. The vast majority of the students reported that they perceived themselves as participants rather than spectators. Most of the prospective teachers came to the conclusion that the implementation of the findings of this study in their future teachings was a good idea and that it will raise the students’ motivation and enhance and deepen the knowledge pool of the learners.