147 secondary mathematics PST majors at two South African universities responded to the questionnaire. We adopted a sequential mixed-methods design in which a survey questionnaire was the main data collection method followed by focus group and individual interviews. The main research objective was to examine the extent to which PSTs’ beliefs predicted their intentions to integrate ICTs in their classrooms. The purpose of this study was to investigate preservice teachers’ (PSTs') beliefs about their intentions to integrate information and communication technologies (ICTs) in their future mathematics classrooms. Resources need to be availed for a day-to-day integration to be sustainable. Many and barriers could be overcome by early exposure to computer environments. Participants’ own evaluations of their competencies affirmed that early experiences were unpleasant for
Geometry sketchpad activities software#
Preservice teachers had difficulties with computer hardware and software usage and the associatedĬlassroom organisation and management initially but gradually improved and gained confidence. The van Hiele theory for geometric thought development. The competenciesĭisplayed by the participants were described in terms of the instrumental theory for technology use and Geometry software in the teaching and learning of the geometry of quadrilaterals. In workshop and microteaching sessions involving the use of the Geometer’s Sketchpad dynamic Twenty third-year mathematics major preservice teachers participated Used as an analytical framework together with the van Hiele theory of geometrical thought development.Ī qualitative research approach was used to investigate preservice teachers’ emerging competencies.ĭata were gathered through worksheet productions, lesson observations, open-ended questionnairesĪnd an exit focus group interview. The instrumentalĪpproach to technology integration in the classroom as articulated by Trouche, Artigue and others was The study reported in thisĪrticle attempted to identify and analyse displayed preservice teacher competencies and challengesĮncountered in early experiences with a Sketchpad-mediated learning of geometry. Of an education system is fundamentally defined by the quality of its teachers. Since these phase-based activities obtained positive views from experts and pre-services teachers, the activities can be carried out in teaching and learning geometry.The subject of teacher competencies has been a key issue in mathematics education reform as the quality The results also showed that the developed activities met the requirements of the pedagogical usability criteria. The results showed that the developed activities were well-arranged based on Van Hiele’s phases of learning geometry with the assistance of GSP. Besides that, 24 pre-services teachers were also given the activities for the purpose of investigation of paedagogical usability of the developed activities. The developed activities were given to eight experts to get their views on the activities. Therefore, the purpose of this article is to discuss the activities based on Van Hiele’s phases of learning geometry, using the GSP computer software as a tool. The implementation of these phased-based activities is easier and more effective with the presence of dynamic geometry software, especially the Geometer’s Sketchpad (GSP).
Geometry sketchpad activities free#
The phases include Information, Guided Orientation, Explicitation, Free Orientation and Integration. For geometry, the activities that are suggested to be implemented are carried out using Van Hiele’s phases of learning geometry. The effective learning strategies for mathematics topics may vary according to the topic.