When Plans Meet Practice: Insights from a Pre-Service Teacher’s Use of Dynamic Geometry

Description

As technology becomes increasingly integral to mathematics instruction, teacher education programs face the pressing challenge of equipping pre-service mathematics teachers (PMTs) with the knowledge and skills necessary to use digital tools effectively in the classroom. Learning to integrate technology meaningfully involves more than technical proficiency; it requires PMTs to develop a deep understanding of how digital tools can support students' mathematical thinking, foster engagement, and enhance conceptual understanding. This study examines one PMT’s use of dynamic geometry software—specifically GeoGebra—through designing and implementing a technology-based task focused on the area formula of the trapezoid, exploring how such a task supports goals related to students’ mathematical thinking. Adopting a qualitative case study design, the research was conducted in the context of a practicum course in a 4-year mathematics teacher education programme in Türkiye. To guide the analysis, the study adopted the Interactive Geometry Software (IGS) framework as its conceptual foundation. The data comprised the PMT’s lesson plan for a technology-based task, audio recordings of pre- and post-lesson interviews, and a video recording of his classroom teaching during a school placement. The findings revealed that he designed at a high-level technology-based task as a reorganizer, enabling students to engage in generalizing the area formula of a trapezoid. However, he could not manage to conduct his lesson as planned in real classroom teaching. The possible reasons why he was unable to successfully implement his plan will be discussed in this presentation.

Period	10 Sept 2025
Event title	CADGME 2025
Event type	Conference