An examination of GeoGebra Tasks Designed by Preservice Mathematics Teachers in Terms of Mathematical Depth and Technological Action

Özet

The aim of this study is to examine pre-service mathematics teachers’ technology based tasks using a dynamic mathematics software –GeoGebra– that were designed during a technology based course. The dynamic geometry task analysis framework consisting of mathematical depth and technological action components was chosen as the conceptual framework of the study. In this study, qualitative research paradigm is adopted and data consisted of GeoGebra tasks and the forms including open-ended questions regarding the tasks. The participants of the study were 20 second grade pre-service secondary mathematics teachers who enrolled in teacher education program at a state university in Turkey. The findings of this study indicated that the mathematical depth of designed tasks was mostly at the beginning levels and only one pre-service teacher designed a task with mathematical depth with higher levels. Looking at the type of technological action they targeted, it was observed that almost all the preservice teachers benefited from the drag and slide feature of the software.