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

The use of technology is essential in teaching and learning process. Many researchers have already been implemented Dynamic Geometry Software (DGS) in teaching and learning process. Given the importance of DGS, it is necessary for in-service teachers to use the software in their teaching and learning. Hence, it is important to prepare in-service teacher in utilizing DGS through the professional development program. This is a qualitative research which describes a professional development program to facilitate in-service teachers in utilizing DGS. Both questionnaire and review measured in-service teachers’ perceptions, knowledge and skills transfer, and impact for their practice. From the findings, four of five in-service teachers recognized that they can interact with geometric figures to move on to the next level by using DGS. The teachers felt that DGS has helped them to understand the mathematics concept and demonstrate their understanding in front of the class. Besides, DGS does not only offer opportunities for teachers and students to use them both at home and in the classroom, but they also provide a means for developing support and user communities reaching across borders especially in understanding of geometrical transformation. It has contributed that the teachers easily recognize the geometrical shapes interpretations dynamically on DGS.

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Using dynamic geometry software to convey real-world situations into the classroom: the experience of student mathematics teachers with a minimum network problem

Teaching Mathematics and its Applications An International Journal of the IMA ◽

10.1093/teamat/hrm018 ◽

2007 ◽

Vol 27 (1) ◽

pp. 24-37 ◽

Cited By ~ 3

Author(s):

B. Guven

Keyword(s):

Mathematics Teachers ◽

Real World ◽

Dynamic Geometry ◽

Dynamic Geometry Software ◽

Network Problem

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DOBLADO DE PAPEL Y SOFTWARE DE GEOMETRÍA DINÁMICA. UNA EXPERIENCIA CON FUTUROS PROFESORES DE MATEMÁTICA

PARADIGMA ◽

10.37618/paradigma.1011-2251.2020.p1017-1045.id816 ◽

2020 ◽

pp. 1017-1045

Author(s):

Martha Iglesias ◽

José Ortíz

Keyword(s):

Secondary School ◽

Mathematics Teachers ◽

Dynamic Geometry ◽

Dynamic Geometry Software ◽

Argumentation Schemes ◽

Initial Training ◽

Geometric Problem ◽

Paper Folding ◽

Working Groups ◽

Training Activities

El presente trabajo surge de un curso optativo de Resolución de Problemas Geométricos Asistido por Computadora (RPG-AC) que forma parte de la formación inicial de profesores de matemática en una universidad venezolana. Se estudian las actividades realizadas por 13 futuros profesores de matemática, en cinco grupos de trabajo, durante la implementación de un taller, el cual estuvo dirigido a la exploración de ángulos y triángulos con doblado de papel. Se utilizó el software de geometría dinámica CabriGéomètre II para mostrar la construcción con regla y compás de la herramienta triangular, y dejar ver su equivalencia con la construcción a partir del doblado de papel. En la validación de las construcciones realizadas en CabriGéomètre y en doblado de papel, se observaron esquemas de argumentación fácticos, empíricos y analíticos. Finalmente, el estudio realizado puso en evidencia que las actividades y experiencias formativas llevadas a cabo contribuyen a la formación didáctica y matemática de los futuros profesores.Palabras clave: Formación inicial de profesores de matemática, educación secundaria, software de geometría dinámica, doblado de papel, esquemas de argumentación.Ambientes de geometria dinâmica e dobragem de papel. Uma experiência com futuros professores de matemática.Resumo O presente trabalho nasce de um curso otátivo de Resoluçăo de Problemas Geométricos Assistido por Computador (RPG-AC) ó qual forma uma parte da formaçăo inicial de Professores de Matemática de uma Universidade venezuelana. Estudan-se as tarefas feitas por 13 (treze) futuros Professores de Matemática, em 5 (cinco) grupos de trabalho, durante a implementaçăo de um Talher, ó qual foi dirigido a exploraçăo de ângulos e triângulos com o dobrado de papel. Utilizou-se o software de Geometría dinámica: Cabri Géomètre II para ensinar a construçăo com régua e compás como ferramenta triângular, e deixar olhar a sua equivalènça com a construçăo desde o dobrado do papel. Na validaçăo das construçoĕs feitas em Cabri y no dobrado do papel, olharon-se quadros de argumentaçăo fácticos, impíricos e analíticos. Por fim, o estudo realizado mostrou que as atividades e experiências de treinamento realizadas contribuem para a formação didática e matemática de futuros professores. Palavras chave: formaçăo inicial de Professores de Matemática, Educaçăo secundária, software de Geometría dinámica, dobrado de papel, quadro de argumentaçăo.Paper folding and dynamic geometry software. An experience with pre-service mathematics teachersAbstractThis work arises from an optional course of Computer Aided Geometric Problem Solving (RPG-AC) that is part of the initial training of mathematics teachers in a Venezuelan university. The activities carried out by 13 future teachers of mathematics, in five working groups, are studied during the implementation of workshop, which was aimed at the exploration of angles and triangles with paper folding. The CabriGéomètre II dynamic geometry software was used to show the construction with the ruler and compass of the triangular tool, and to show its equivalence with the construction from the folded paper. In the validation of the constructions carried out in CabriGéomètre and in paper folding, factual, empirical and analytical argumentation schemes were observed. Finally, this study showed that the training activities and experiences carried out contribute to the didactic and mathematical training to pre-service teachers.Keywords: Pre-service mathematics teachers, secondary school, dynamical geometry software, folded paper, argumentation schemes.

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Scale development for pre-service mathematics teachers’ perceptions related to their pedagogical content knowledge

South African Journal of Education ◽

10.15700/saje.v33n2a690 ◽

2013 ◽

Vol 33 (2) ◽

pp. 1-21 ◽

Cited By ~ 5

Author(s):

Esra Bukova-Güzel ◽

◽

Berna Cantürk-Günhan ◽

Semiha Kula ◽

Zekiye Özgür ◽

...

Keyword(s):

Scale Development ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mathematics Teachers ◽

Pedagogical Content ◽

Teachers Perceptions

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Does the use of technology make a difference in the geometric cognitive growth of pre-service mathematics teachers?

Australasian Journal of Educational Technology ◽

10.14742/ajet.799 ◽

2012 ◽

Vol 28 (7) ◽

Cited By ~ 4

Author(s):

Gerrit Stols

Keyword(s):

Student Teachers ◽

Mathematics Teachers ◽

Dynamic Geometry ◽

Dynamic Geometry Software ◽

Cognitive Growth ◽

Van Hiele ◽

Use Of Technology ◽

Before And After ◽

Quasi Experimental ◽

The Difference

<blockquote>This study investigated the geometric cognitive growth of pre-service mathematics teachers in terms of the Van Hiele levels in a technology-enriched environment, as opposed to that of students in a learning environment without any technological enhancements. In order to investigate this, a quasi-experimental non-equivalent comparison group design was used. Similar course content was used for both the control and experimental groups. The students worked through a series of geometry activities and problems. The difference between the groups was that dynamic geometry software was integrated into the teaching of the experimental group. The <em>Cognitive Development and Achievement in Secondary School Geometry</em> (CDASSG) Van Hiele geometry test was used to determine all the students' level of geometric thinking before and after the course. The study found that the use of dynamic geometry software enhanced student teachers' geometric visualisation, analysis and deduction, but not their ability to informally justify their reasoning and to understand the formal aspects of deduction.</blockquote>

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A generalisation of the nine-point circle and Euler line

Pythagoras ◽

10.4102/pythagoras.v0i62.112 ◽

2005 ◽

Vol 0 (62) ◽

Author(s):

Michael De Villiers

Keyword(s):

Mathematics Teachers ◽

Euclidean Plane ◽

Dynamic Geometry ◽

Dynamic Geometry Software ◽

Plane Geometry ◽

Ancient Greek ◽

Euler Line ◽

Current Availability ◽

Euclid’S Elements ◽

Greek Geometry

To most people, including some mathematics teachers, geometry is synonymous with ancient Greek geometry, especially as epitomised in Euclid's Elements of 300 BC. Sadly, many are not even aware of the significant extensions and investigations of Apollonius, Ptolemy, Pappus, and many others until about 320 AD. Even more people are completely unaware of the major developments that took place in synthetic Euclidean plane geometry from about 1750-1940, and more recently again from about 1990 onwards (stimulated in no small way by the current availability of dynamic geometry software).

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A dynamic approach to quadrilateral definitions

Pythagoras ◽

10.4102/pythagoras.v0i59.130 ◽

2004 ◽

Vol 0 (59) ◽

Author(s):

Rajendran Govender ◽

Michael De Villiers

Keyword(s):

Mathematics Teachers ◽

Sufficient Conditions ◽

Dynamic Geometry ◽

Secondary Mathematics ◽

Necessary And Sufficient Conditions ◽

Dynamic Geometry Software ◽

Dynamic Approach ◽

Secondary Mathematics Teachers ◽

Geometric Concepts ◽

Necessary And Sufficient

This study examined 18 prospective secondary mathematics teachers' understanding of the nature of definitions, and their use of the dynamic geometry software Sketchpad to improve not only their understanding of definitions but also their ability to define geometric concepts themselves. Results indicated that the evaluation of definitions by accurate construction and measurement enabled students to achieve a better understanding of necessary and sufficient conditions, as well as the ability to more readily find counter-examples, and to recognise and improve on uneconomical definitions.

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