Examining the effect of dynamic geometry software on supporting geometric habits of mind: A qualitative inquiry

Q1 Social Sciences E-Learning Pub Date : 2022-07-09 DOI:10.1177/20427530221107776

Buket Özüm Bülbül, M. Güler

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Abstract

Geometric habits of mind (GHoM) are the approaches that individuals use to solve geometry problems. This study aimed to determine the effect of dynamic geometry software (DGS) in activating the GHoM of pre-service mathematics teachers. The study was conducted with six teacher candidates who were enrolled in a semester-long course titled "Computer Assisted Mathematics Teaching" that entailed a focus on GHoM. In order to identify the impact of the DGS on their GHoM, clinical interviews were conducted with the participants before and after the course wherein they were asked questions relating to each habit. The preliminary interviews showed that, prior to the intervention, the pre-service teachers primarily used the software in the context of the habits of exploration and reflection and visualizing geometric shapes to find the solution of a given problem. On the other hand, the post-intervention interviews revealed that the DGS supported the habits of investigating invariants, reasoning with relationships and considering specific cases and generalizing geometric ideas. This paper discusses how the DGS supported each habit.

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检验动态几何软件对支持几何思维习惯的影响:一项定性调查

几何思维习惯(GHoM)是个体用来解决几何问题的方法。本研究旨在探讨动态几何软件(DGS)在激活职前数学教师GHoM中的作用。这项研究是在6名教师候选人中进行的，他们参加了一学期名为“计算机辅助数学教学”的课程，该课程以GHoM为重点。为了确定DGS对他们的GHoM的影响，在课程前后对参与者进行了临床访谈，其中他们被问及与每个习惯相关的问题。初步访谈显示，在干预之前，职前教师主要是在探索和反思以及可视化几何形状的习惯的背景下使用软件来寻找给定问题的解决方案。另一方面，干预后访谈显示，DGS支持调查不变量、关系推理、考虑具体情况和推广几何思想的习惯。本文讨论了DGS如何支持每个习惯。

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

E-Learning Social Sciences-Education

CiteScore

6.20

自引率

0.00%

发文量

期刊介绍： E-Learning and Digital Media is a peer-reviewed international journal directed towards the study and research of e-learning in its diverse aspects: pedagogical, curricular, sociological, economic, philosophical and political. This journal explores the ways that different disciplines and alternative approaches can shed light on the study of technically mediated education. Working at the intersection of theoretical psychology, sociology, history, politics and philosophy it poses new questions and offers new answers for research and practice related to digital technologies in education. The change of the title of the journal in 2010 from E-Learning to E-Learning and Digital Media is expressive of this new and emphatically interdisciplinary orientation, and also reflects the fact that technologically-mediated education needs to be located within the political economy and informational ecology of changing mediatic forms.