The Effects of Using Cabri and GeoGebra Software on the Geometric Shapes Reasoning Skills of Mathematics Prospective Teachers

Aziz İLHAN * 1 Recep ASLANER 2 1 Munzur University, Faculty of Education, Tunceli, Turkey, tam.kare@gmail.com 2 Inonu University, Faculty of Educatıon, Malatya, Turkey, recep.aslaner@inonu.edu.tr * Corresponding Author: tam.kare@gmail.com Article Info Abstract The aim of this study on mathematics teaching process is to investigate effect of using Cabri and GeoGebra Geometry Software to mathematics prospective teachers on Geometrical Shapes Reasoning Skill (GSRS). For this reason, single-group pretest-posttest quasi-experimental design was preferred from experimental research methods. The participants of the research, a university education faculty in Turkey which is located in the East Anatolian at the mathematics department 36 fourth grade mathematics prospective teachers. As a data collection instrument, the GSRS Test developed by the researchers was used. Experimental group was trained for 14 weeks by using Cabri and GeoGebra software. In study, while there was no significant difference in pretest and posttest scores in terms of gender change, between the pretest-posttest scores of the prospective teachers it was concluded that the experimental process was successful in favor of the posttest. Received: 03 March 2020 Accepted: 11 April 2020


Introduction
Some of the appropriate information and communication technologies that can be used in mathematics education in order to provide the students with the aim of gaining the geometric thought and the aim of the education program are as follows in the Ministry of National Education (MoNE) mathematics curriculum: and their simulations, dynamic mathematics software (MoNE, 2013). In our country, mathematics education programs introduced by the MoNE emphasize the effective utilization of such software and propose that technology should be used as a main component instead of being an auxiliary tool in the teaching process. The concept of DGS, Geometer's Sketchpad, Cabri is used as the general name of software developed for geometry learning area. By entering the field of geometry teaching, (Güven & Karatas, 2003). DGS has taken the geometry out of the paper-pencil process with a static or fixed structure and brought it to a dynamic state on the computer screen. Teachers can make their classes sensitized with better quality geometry problems.
This situation improves students' ability to solve problems and their confidence towards them and their attitude towards mathematics positively affects them (Baki, 2001).

Method
The reasoning skills gained importance both in the national and international arena have been used in different genres in the literature and for the geometry field it has been expressed as GSRS. In addition, with the development of technology, dynamic software was found in teaching processes and used in educational processes including teaching programs.
In this direction, the development of GSRS has been investigated by applying the DGS to the teacher candidates who will become teachers of mathematics in the future. The purpose of the research in this direction is to examine the effect of the use of DGS in the mathematics teaching process on the effects of mathematics teacher candidates on GSRS. For this reason, single-group pretest-posttest quasi-experimental design was preferred from experimental 388 research methods. The participants of the research, a university education faculty in Turkey are which is located in the East Anatolian 2016-2017 academic year in the fall semester studying at the mathematics department 36 fourth grade prospective math teacher. As a data collection instrument, the GSRS Test developed by the researchers was used. SPSS 23.0 program was used for analysis of the data. Experimental group was trained for 14 weeks by using Cabri II Plus and GeoGebra software. At the beginning and end of the training period, the GSRS Test was applied as a pretest-posttest.

Results
As a result, it is possible to say that DGS are important in increasing the GSRS levels of mathematics teacher candidates. In order to investigate the development of GSRS on different sample groups by using researchers' to DGS who want to work with GSRS in the future and to investigate GSRS using control group experimental design and to improve the GSRS of mathematics teachers, training is recommended.

Discussion and Conclusion
In the study, descriptive statistics related to the general meaning and gender variable of the data obtained from the GSRS Test were examined in order to reasoning skills of the mathematics teacher candidates. When these statistics were examined, it was seen that the posttest average scores of the reasoning skills of the sample were almost doubled according to the pretest scores. When the research data are analyzed according to the gender variable, it is seen that the posttest average scores of both female and male mathematics teacher candidates are almost doubled according to the pretest scores of GSRS Test. For this reason, prospective mathematics teachers have learned not only procedural skills but also conceptual knowledge at the same time in the teaching process. Akkus-Cıkla and Duatepe (2002) stated that mathematics teacher candidates have operational knowledge after reasoning, but they do not have conceptual knowledge at all. They also stated that the learning process is effective when conceptual information is obtained. In this study, it is possible to say that the reasoning skills of prospective mathematics teacher increase on the conceptual (geometric shapes) as a result of the execution of the learning process by using DGS. After examining the descriptive statistics in the study, it was determined that the pretest and posttest scores of the prospective mathematics teachers differed significantly with respect to the gender variable and it was determined that the scores of the male and  (2003) obtained the results that computer-assisted geometry teaching positively affects the achievements and attitudes of mathematics teachers in their studies. Bedir (2005) also stated that his study of computer-assisted instruction has increased the success of his students.
These results are similar to those obtained in the study.