Views of Mathematics Teacher Candidates on the Use of GeoGebra in Probability Teaching

Abstract

In this study, it was aimed to reveal the opinions of mathematics teacher candidates about the use of the GeoGebra program, which is dynamic geometry software, in the teaching of probability, which is among the concepts that we generally use in the decision-making process in uncertain situations that we encounter in the teaching process by teachers and students. Within the scope of this purpose, a total of 65 elementary mathematics teacher candidates, who have taken statistics and probability courses at a state university, were given GeoGebra training for 4 weeks and made applications. After the training, a semi-structured opinion questionnaire consisting of 5 questions developed by the researchers was applied to the pre-service teachers. Besides, each participant was interviewed. The study is a case study, and the content analysis method was used in the analysis of the data. It has been determined that it is difficult to write equations in the subject of probability processed through GeoGebra and although it provides result-oriented solutions, it provides good and permanent learning in the context of reaching more sample solutions in a short time, it provides a pleasant, nonmonotonous and interesting lesson opportunity by concretizing the subject. Also, it was concluded that dynamic elements provide permanence, but there may be difficulties in applications due to the lack of knowledge of computer use by teachers and students.Contribution/ Originality: Within the scope of this research, it was determined that the use of GeoGebra, a dynamic software, provides convenience in teaching the subject of probability. It also reveals that it is an effective method for 8 th grade students to understand the subject of probability. INTRODUCTIONProbability is among the terms that are frequently used in daily life. Although it has great importance in many decisions of individuals in everyday life, understanding the issue of probability is not as easy for everyone (Hirsch & O'Donnel, 2001;Memnun, 2008). This difference is also valid during the school period, and although most of the students develop different understandings of probability, they are unable to find reasons for events involving probability (Munisamy & Doraisamy, 1998). This situation brings along some problems in the learning process of the subject of probability. Kazak (2010) defined probability as one of the concepts we use during decision-making when faced with situations of unknown outcome in daily life (Kazak, 2010). Although probability has an important place in various sciences (Bulut, 1994) studies have also revealed that most mathematics teachers do not have sufficient knowledge and skills in teaching probability (Tunc, 2006). The subject of probability appears before students in the 8th grade of primary education under the title of "probability of easy events". The subject of possibility is one of the most difficult subjects for teachers and students (Batanero & Serrano, 1999;Van Dooren, De