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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
What Do Pre-Service Teachers Think About Dynamic Geometry Softwares and The Properties of a Dynamic Geometry Software User Teacher?
Hakan ŞANDIR
Gazi University

Serdar AZTEKİN
Gazi University
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Sempozyum: 6th Internatıonal Computer and Instructıonal Technologies Symposium
What Do Pre-Service Teachers Think About Dynamic Geometry Softwares and The Properties of a Dynamic Geometry Software User Teacher?
Hakan ŞANDIR
Gazi University

Serdar AZTEKİN
Gazi University
Abstract :

Dynamic geometry packages, such as Cabri II Plus, the Geometer’s Sketchpad and Geogebra, are very well suited for use in 2D geometry both in whole-class work and for supporting investigations by individuals or small groups (Oldknow & Tetlow, 2008). This study was designed to determine the pre-service teachers’ opinions about three dynamic geometry softwares (Cabri II Plus, the Geometer’s Sketchpad, Geogebra) and influences of gender and academic achievement to these opinions. Also researchers looked for the answer of the question “what should be the properties of a dynamic geometry software (DGS) user teacher according to the pre-service teachers?”. This survey was conducted in the 2011-2012 academic year with 64 prospective teachers who had taken a course about math education softwares during a year in the university.

They had learned to use 3 dynamic geometry softwares in the first semester. Then in the second semester they were assigned to the course about math education softwares involved workshops, example activities and applications. They participated weekly in three hour lessons instructed by one of the authors of this paper and they were asked to prepare dynamic geometry software activities weekly. Researchers did everything they could to avoid manipulating participants about any software. The instructor of the course spared equal time to each software, and preservice teachers were free to choose any kind of software while they were preparing an activity. “Dynamic Geometry Software Evaluation Scale (DGSES)” was used as the data gathering tool in the study. The Cronbach’s alpha is 0.91 and KMO measure is 0.84 for the scale.

The DGSES has 19 items and four subscales: 1. The impact of DGS on students’ attitudes and lessons (6 items), 2. High level geometry teaching (5 items), 3. Range and ease of use (5 items), 4. Teaching geometric shapes and concepts (3 items). Researchers are also made interviews to obtain a detailed information. Quantitative (T-test, ANOVA) and qualitative analysis techniques was used to analyse outcome data. Results revealed that pre-service teachers have positive attitudes towards all of the dynamic geometry softwares. But they found Geometers’ Sketchpad software more eff ective in the positive development of the students’ attitudes and in teaching high level geometry.

According to pre-service teachers GeoGebra software is easier than Cabri II Plus to use and has wide area of use. In addition, GeoGebra software has a priority for teaching geometric shapes and concepts. Researchers also investigated the infl uence of gender and academic achievement on students’ opinions about three dynamic geometry softwares. There was no interaction effect between achievement groups and opinions of pre-service teachers or between gender and opinions of pre-service teachers. Finally, geometric knowledge was emphasized more than general pedagogical content knowledge by preservice teachers.

Keywords : dynamic geometry software, cabri II plus, the geometer’s sketchpad, geogebra
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