Pre-Service Mathematics Teachers Investigating the Attributes of Inscribed Circles by Technological and Theoretical Scaffolding

Autor/inn/en	Segal, Ruti; Stupel, Moshe
Titel	Pre-Service Mathematics Teachers Investigating the Attributes of Inscribed Circles by Technological and Theoretical Scaffolding
Quelle	In: International Electronic Journal of Mathematics Education, 18 (2023) 1, (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Segal, Ruti) ORCID (Stupel, Moshe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Preservice Teachers; Mathematics Teachers; Mathematics Instruction; Mathematics Skills; Geometry; Hypothesis Testing; Observation; Task Analysis; Inquiry; Learning Processes; Mathematical Logic; Mathematical Formulas; Scaffolding (Teaching Technique); Technological Literacy; Pedagogical Content Knowledge + Suchen Sie Ihr Suchwort? Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Geometrie; Hypothesenprüfung; Hypothesentest; Beobachtung; Aufgabenanalyse; Learning process; Lernprozess; Mathematical logics; Mathematische Logik; Mathematische Formel; Technisches Wissen; Pädagogische Kompetenz
Abstract	The benefits of technological and theoretical scaffolding were observed when pre-service teachers aiming to teach upper elementary grades were given three learning-based geometrical inquiry tasks involving inscribed circles. They were asked to collaboratively examine the accompanying geometrical illustration and data for some new or interesting feature and then propose a hypothesis resulting from their observations and prove them. Due to the difficulty generally involved in proposing and proving geometrical hypotheses, two forms of scaffolding were provided: theoretical scaffolding based on revising previous learning or specific attributes of the given data and technological scaffolding in the form of specifically designed GeoGebra applets that allowed dynamic observation of the attributes of the geometrical shapes and the changes they underwent during modification. We found that the two forms of scaffolding led to relatively pre-service teachers' high levels of success. They exhibited high levels of interest and participation, were engaged in the tasks, and underwent high-quality learning processes. In follow-up interviews, they confirmed that the exercise improved their inquiry skills, and developed their pedagogical and technological knowledge. (As Provided).
Anmerkungen	International Electronic Journal of Mathematics Education. Suite 124, Challenge House 616 Mitcham Road, CR0 3AA, Croydon, London, UK. Tel: +44-208-936-7681; e-mail: iejme@iejme.com; Web site: https://www.iejme.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01