Using Dynamic Geometry Software to Enhance Specialized Content Knowledge: Pre-Service Mathematics Teachers’ Perceptions

Abstract

The study aimed to expose how pre-service teachers perceived the value of an inquiry-based geometrical task with dynamic geometry software for increasing and deepening their understanding of the task itself, and for heightening their mathematical, pedagogical, and technological knowledge in the case of reflection and transformation. Twenty-seven pre-service teachers studying to become middle-school (junior high) mathematics teachers were assigned an inquiry-based geometrical task to explore -both by conventional, low-tech means (paper and pencil) and then in a dynamic geometry software (DGS) environment -the properties of objects formed by reflections in polygons (triangles and quadrilaterals) and to offer conjectures and proofs regarding the final polygon's shape and area concerning the original. The results show that the majority of participants indicated that DGS provided a valuable instrument for revising and expanding their knowledge, that the assignment demonstrated the value that technological tools have in teaching and learning processes, and the importance of adapting learning tasks in geometry to a dynamic geometry environment for expanding and deepening geometrical and pedagogical knowledge and reasoning skills.

Changes in the attitudes of mathematics and science teachers toward the integration and use of computerized technological tools as a result of the COVID-19 pandemic

“…TPACK implies that all three bodies of knowledge intersect at various levels of complexity (Klemer et al, 2020a(Klemer et al, , 2020bSegal et al, 2021). The model has become a useful framework to understand the goals involved in integrating technology into teacher education, as well as mapping teacher knowledge and developing research tools, because it encompasses the knowledge teachers require to effectively integrate technology during their teaching (Agyei & Voogt, 2012;Meadows & Caniglia, 2018;Nantschev et al, 2020;Polly & Orrill, 2012;Schmidt et al, 2009).…”

Role of multiplicity in examination oriented teaching destroying mathematics quality education

“…Teacher's practical knowledge is concerned with the amount of basic knowledge to be put in the classroom in teaching to get the maximum satisfactory feedback from the students. Teachers' practical knowledge is developed through participating in and reflecting on action and experience and is dependent on the specific context in which it is materialized (Elbaz, 2018;Segal et al, 2021;Steele & Rogers, 2012;Van Driel, 2021). Finally it is all about the teachers and students perceiving capacity of learning mathematics, who are responsible for the development of the subject (Fosu et al, 2023;Park et al, 2017).…”

An exploration of preservice teachers’ use of educational technologies as visualization tools when teaching mathematics.

“…Furthermore, Lethu reaffirmed how the utilization of educational software enhanced teaching as compared to the choice of less advanced technology. Several scholars (Bulent, 2012;Denton, 2017;Setyawan, Kristanto, & Ishartono, 2018;Segal, Oxman, & Stupel, 2021) have demonstrated that using dynamic geometry software for transformation geometry improves the learning experience for learners. Lethu further elaborated that …the software was showing the tracing of all the movements of the objects visually on the screen, but with the chalkboard, it was going to take time and sometimes end up confusing.…”