Pre-Service Mathematics Teachers’ Experience with a Dynamic Geometry Environment Whilst Reasoning in Relation to Locus Problems: A Detailed Look at Strategies

IF 1.2 Q2 EDUCATION & EDUCATIONAL RESEARCH

COMPUTERS IN THE SCHOOLS Pub Date : 2022-07-09 DOI:10.1080/07380569.2022.2075165

Nida Emul, Hilal Gulkilik, H. A. Kaplan

引用次数: 0

Abstract

Abstract The purpose of this study was to examine how pre-service mathematics teachers (PMTs) integrated a dynamic geometry environment (DGE) into their reasoning process while solving geometric locus problems. Task-based interviews based on the locus problems were conducted with eight PMTs working in pairs. The PMTs could use a computer with access to GeoGebra in addition to plain papers, pencils, graph paper, a ruler, and a compass in the interview environment. They were free to use any of them. The PMTs’ reasoning was analyzed by focusing on their use of DGE as they were producing mathematical arguments during problem-solving. Toulmin’s argumentation model and Hollebrands’ strategies for using DGE were combined to analyze the data. The results revealed that the PMTs used DGE reactively to make claims and proactively to test or justify their claims. Their proactive use of DGE differed depending on whether they included their warrants for this use or not.

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职前数学教师在动态几何环境中对轨迹问题进行推理的经验：策略的详细观察

摘要本研究的目的是检验职前数学教师（PMT）在解决几何轨迹问题时如何将动态几何环境（DGE）融入他们的推理过程。基于位点问题的基于任务的访谈对八名成对工作的PMT进行。除了在面试环境中使用普通纸、铅笔、绘图纸、尺子和指南针外，PMT还可以使用一台可以访问GeoGebra的计算机。他们可以自由使用任何一个。PMT的推理是通过关注他们在解决问题过程中产生数学论点时使用DGE来分析的。将Toulmin的论证模型和Hollebrands的DGE使用策略相结合来分析数据。结果显示，PMT被动地使用DGE进行索赔，并主动地测试或证明其索赔的合理性。他们对DGE的积极使用取决于他们是否包括这种使用的保证。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

COMPUTERS IN THE SCHOOLS EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

11.10%

发文量

期刊介绍： Under the editorship of D. LaMont Johnson, PhD, a nationally recognized leader in the field of educational computing, Computers in the Schools is supported by an editorial review board of prominent specialists in the school and educational setting. Material presented in this highly acclaimed journal goes beyond the “how we did it” magazine article or handbook by offering a rich source of serious discussion for educators, administrators, computer center directors, and special service providers in the school setting. Articles emphasize the practical aspect of any application, but also tie theory to practice, relate present accomplishments to past efforts and future trends, identify conclusions and their implications.