Comparison of prospective mathematics teachers’ problem posing abilities in paper-pencil test and on dynamic geometry environment in terms of creativity

Abstract

This study aims to investigate the similarities and differences between prospective mathematics teachers’ creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra’s main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers’ mathematical content knowledge.

Developing students' problem posing skills with dynamic geometry software and active learning framework

“…Drawing, dragging and measurement tools of DGS contribute to students' problem posing and the process of validating the problems they pose (Christou et al, 2005;Öçal et al, 2020). In addition, DGS allows creating, reshaping, manipulating, moving geometric objects and examining their interactions in an interactive way (Christou et al, 2005).…”