INVESTIGATING THE PROCESS OF PROSPECTIVE MATHEMATICS TEACHERS' UNDERSTANDING BASIC GEOMETRIC CONCEPTS WITHIN A TECHNOLOGY-ENHANCED LEARNING ENVIRONMENT

AyÅŸenur Sir () and MenekÅŸe Seden TAPAN Broutin ()
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AyÅŸenur Sir: Bursa UludaÄŸ Ãœniversitesi

Eurasian Education & Literature Journal, 2022, vol. 15, issue 15, 56-71

Abstract: In this study, the effect of a teaching experiment module designed by researchers using dynamic geometry software on pre-service teachers' Van Hiele Geometric Thinking Levels was investigated. In the teaching experiment, the foundations of Euclidean geometry as a dynamic axiomatic system, the proof of basic theorems, and the construction of geometric structures were emphasized. The teaching experiment lasted for 12 weeks, covering the Geometry-1 course curriculum, which includes the basic geometry constructions with a constructivist approach using Cabri Geometry Dynamic Geometry Software. Participants of this study involved of 68 pre-service mathematics teachers who took the Geometry-1 course enrolled in Bursa UludaÄŸ University Primary Education Mathematics Teaching program in the spring semester of 2016-2017. The determined Van Hiele geometry comprehension levels of preservice teachers are presented with percentage and frequency tables. Since there was only one sample group in the study and the assumptions of the parametric tests were met, the data were analyzed using dependent samples t-test statistical analysis in order to compare the pretest and posttest scores of the students in the group. Accordingly, after the technology-assisted geometry teaching process applied, there was a significant increase in students' geometry comprehension levels. It was concluded that the geometry teaching carried out contributed positively to the pre-service teachers' level of understanding of geometry and that the applied teaching method increased the success of geometry. It is necessary to recognize the effect of geometry classes enriched with dynamic tools for effective geometry teaching on the pre-service teachers considering them as teachers of the future. The findings of this study will contribute to the instruction methods of undergraduate mathematics courses and give insights to the future researches.

Date: 2022
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Persistent link: https://EconPapers.repec.org/RePEc:eas:edulit:v:15:y:2022:i:15:p:56-71

DOI: 10.17740/eas.edu.2022-V15-04

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