Analyzing Preservice Secondary Mathematics Teachers' Prompts in Dynamic Geometry Environment Tasks

Autor/in	Gulkilik, Hilal
Titel	Analyzing Preservice Secondary Mathematics Teachers' Prompts in Dynamic Geometry Environment Tasks
Quelle	In: Interactive Learning Environments, 31 (2023) 1, S.22-37 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gulkilik, Hilal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2020.1758729
Schlagwörter	Preservice Teachers; Geometry; Mathematics Teachers; Mathematics Instruction; Teacher Education Programs; Cues; Secondary School Teachers; Task Analysis; Computer Assisted Instruction; Student Attitudes; Instructional Design; Geometric Concepts; Generalization; Technology Uses in Education; Foreign Countries; Outcomes of Education; Turkey + Suchen Sie Ihr Suchwort? Geometrie; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Stichwort; Aufgabenanalyse; Computer based training; Computerunterstützter Unterricht; Schülerverhalten; Lesson concept; Lessonplan; Unterrichtsentwurf; Elementare Geometrie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Lernleistung; Schulerfolg; Türkei
Abstract	The purpose of this study was to analyze the prompts that preservice secondary mathematics teachers used for the acquisition of mathematics knowledge in dynamic geometry environment tasks. The participants, four preservice secondary mathematics teachers who were enrolled in a computer-supported mathematics education course, designed a dynamic geometry environment task based on a high school mathematics curriculum learning outcome. The main data sources were the participants' task documents and the transcripts of interviews that were conducted with the participants to examine the details of their tasks. The techno-pedagogic mathematics task design model was used to analyze the data. The results indicated that the focus of the designs was to help students realize the invariant properties of geometric figures that were embodied by robust construction steps in the tasks. The preservice teachers utilized several capabilities of the dynamic geometry environment (e.g. measuring, dragging, and changing the input box value) to help students discern these properties and expected students to make a generalization based on inductive reasoning. However, since students were directed to build robust constructions, the mathematical activities prompted by the preservice teachers were limited to observing, finding, generalizing, and explaining the previously constructed invariant features in the tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01