التعليمية
Volume 1, Numéro 2, Pages 62-71
2022-12-31
Opinions Of The Pre-service Mathematics Teachers’ About A Teaching Experiment Designed Using A Dynamic Geometry Software
Authors : Sır Ayşenur . Tapan Broutin Menekse Seden .
Abstract
This research is a qualitative study aimed to determine opinions, difficulties and needs of the pre-service mathematics teachers’ about a teaching experiment designed using a dynamic geometry software and its effectiveness. Considering the pre-service teachers as teachers of the future it is necessary to recognize the difficulties they experience during a geometry class enriched with dynamic tools. The participants of this study involved 68 pre-service teachers who took Geometry-1 class and enrolled at a university located at Bursa- in a western city province in Turkey in the spring semester of 2016-2017. The teching experiment lasted for 12 weeks covering the Geometry-1 course curriculum involving foundations of Euclidean geometry as an axiomatic system, constructing prooves for the basic geometrical theorems, constructing geometric structures with a constructivist approach by using Cabri Geometry Dynamic Geometry Software. Semi-structured written open-ended questionnaire and verbal interview techniques were used in order to examine the students' views on the geometry teaching experiment. The findings were analyzed by content analysis approach. The data obtained from the written interviews were coded by the researcher and an academician. Descriptive statistics involving frequency and percentage tables were also utilized. As a result of the study, it was concluded that the students found the lessons created using dynamic geometry instructive, entertaining, interesting, exciting, motivational, time-saving and productive. They stated that visuality reinforces their understanding of the lesson, concretizes the abstract concepts, and increases retention and memorability. Used methods takes the learning away from a rote approach, teaches questioning and change their perspectives positively to the geometry lesson. Some of the difficulties students experienced are carrying computers to the class everytime and the large class sizes. Overall they think that lessons helped them to learn geometry concepts better and Cabri Geometry is a useful software for a geometry teacher and a learner. The findings of this study will contribute to the instruction methods of undergraduate mathematics courses and give insights to the future researches.
Keywords
Cabri Geometry; Dynamic Geometry Software; Euclidian Geometry.
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