The quality of prospective mathematics teachers' dynamic geometry tasks in terms of the coordination between mathematical depth levels and technological actions
Yazarlar (2)
Doç. Dr. Fadime ULUSOY Kastamonu Üniversitesi, Türkiye
Dr. Öğr. Üyesi Dilek Girit Trakya Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
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| Dergi Adı | Journal of Computer Assisted Learning (Q1) | ||
| Dergi ISSN | 0266-4909 Wos Dergi Scopus Dergi | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 06-2024 |
| Cilt / Sayı / Sayfa | 40 / 5 / 2261–2277 | DOI | 10.1111/jcal.13029 |
| Makale Linki | https://onlinelibrary.wiley.com/doi/pdf/10.1111/jcal.13029 | ||
| Özet |
| Background Teachers must have the skills to find, select, design and use technology‐based mathematical activities that focus on high‐level cognitive demands—supporting student reasoning. However, they experience various difficulties in creating, planning and making decisions about how and when to utilize technological affordances. Objectives This study aims to examine the quality of prospective school mathematics teachers' (PMTs) tasks containing the use of dynamic geometry software through the analysis of the coordination between mathematical depth levels (MDLs) and technological actions (TAs), according to Trocki and Hollebrands', Digital Experiences in Mathematics Education, 2018, 4, 110–138, Dynamic Geometry Task Analysis Framework. Methods Within groups, PMTs designed lesson plans that included dynamic geometry tasks (DGTs) based on the learning outcomes of the middle school … |
| Anahtar Kelimeler |
| dynamic geometry software | mathematical depth | prospective mathematics teacher | task design | technological action |
BM Sürdürülebilir Kalkınma Amaçları
| Atıf Sayıları | |
| Scopus | 1 |
| Google Scholar | 3 |