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

2007 ◽  
Vol 27 (1) ◽  
pp. 24-37 ◽  
Author(s):  
B. Guven
Keyword(s):  
Mathematics Teachers ◽  
Real World ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Network Problem

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

PARADIGMA ◽  
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.

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

2012 ◽  
Vol 28 (7) ◽  
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>

scholarly journals A generalisation of the nine-point circle and Euler line

Pythagoras ◽  
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).

scholarly journals A dynamic approach to quadrilateral definitions

Pythagoras ◽  
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.

scholarly journals A practice for using Geogebra of pre-service mathematics teachers’ mathematical thinking process

2020 ◽  
Vol 7 (1) ◽  
pp. 102-116
Author(s):  
Tuğba Hangül ◽  
Ozlem Cezikturk
Keyword(s):  
Mathematics Teachers ◽  
Prospective Teachers ◽  
Classroom Environment ◽  
Mathematical Thinking ◽  
Mathematical Problem ◽  
Dynamic Geometry ◽  
Dynamic Geometry Software ◽  
Instructional Technologies ◽  
Geometric Concepts ◽  
Academic Year

We aim to examine the pre-service mathematics teachers' mathematical problem-solving processes by using dynamic geometry software and to determine their evaluations based on experiences in this process. The design is document analysis, one of the qualitative research approaches. In the fall semester of the 2019–2020 academic year, a three-problem task was carried out in a classroom environment where everyone could use geogebra individually. A total of 65 pre-service mathematics teachers enrolled in the course of educational technology. This task includes questions that they would use, their knowledge of basic geometric concepts to construct geometrical relations and evaluations related to this process. Besides the activity papers of the prospective teachers, geogebra files were also examined. The result is pre-service mathematics teachers who are thought to have a certain level of mathematical background are found to have incorrect/incomplete information even in the most basic geometric concepts and difficulties with regard to generalisation. Keywords: Dynamic geometry, geogebra, instructional technologies, mathematical thinking, teacher education.

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