One Usage of Geogebra in Enhancing Pre-service Mathematics Teachers’ Content Knowledge

Yıl 2015, , 18 - 30, 07.04.2015

Karmelita Pjanic , Edin Liđan

https://doi.org/10.16949/turcomat.78085

Cited By: 1

Öz

A wide range of mathematical ideas could be used to develop and justify a formula for calculating the area of trapezoid. Those ideas lead to different strategies for finding out area of trapezoid that we classify in three groups: decomposing, enclosing and transforming strategies. Those strategies should be part of mathematics content knowledge for teaching. In this study we trace a change in structure of mathematics content knowledge of nine pre-service mathematics teachers as a result of using GeoGebra applets that visualize different approaches in finding out the area of trapezoid. We argue that engaging pre-service mathematics teachers to develop and justify formula for calculating the area of trapezoid using GeoGebra applets is a worth task that enhances pre-service mathematics teachers’ content knowledge for teaching. Our experiment confirmed that the use of Geogebra encourage pre-service mathematics teachers to uncover new ideas that lead them towards clearer justifications and easier way of proving formula for area of trapezoid.

Keywords: Area of trapezoid, GeoGebra, content knowledge for teaching

Anahtar Kelimeler

Area of trapezoid, GeoGebra, content knowledge for teaching DOI: 10.16949/turcomat.78085

Kaynakça

• Hitt Espinosa, F. (1997). Researching a Problem of Convergence with Mathematica: History and Visualisation of a Mathematical Idea. International Journal of Mathematical Education in Science and Technology, 28(5), 697 – 706.
• Manizade, A., & Mason, M. (2012). A chalenge for all: Developing the area of a trapezoid, Proceedings of 12th International Congress on Mathematical Education (pp. 2289-2297). Seoul, Korea.
• Somayajulu, R. (2012). Investigating pre-service teachers' mathematical knowledge for teaching geometry at secondary level, Proceedings of 12th International Congress on Mathematical Education, Seoul, Korea, 2311 – 2318.
• Wanko, J. J. (2010). Tapping into Trapezoids, Mathematics Teacher, 99(3), 190 – 195.
• Young, E. (2010). Trapezoids to Triangles, Mathematics Teaching in the Middle School, 15(7), 414 – 417.
• Zimmerman, W., & Cunningham, S. (1991). Editors introduction: What is mathematical visualisation? In W. Zimmennan and S. Cunningham (Eds.) Visualisation in Teaching and Learning Mathematics, MAA Notes and Reports Series 19 (pp. 1-7). The Mathematical Association of America: Washington, DC.