Preservice Elementary Mathematics Teachers' Geometric and Algebraic Proof Process with Dynamic Geometry Software

Yıl 2011, Cilt: 2 Sayı: 1, - , 06.11.2013

Sema İpek Oylum Akkuş İspir

Öz

Dynamic Geometry Software (DGS) has recently been used in mathematics courses. It helps students understand the mathematical concepts and methods easily and “provides an environment in which students can experiment freely, hence they can easily check their intuitions and conjectures in the process of looking for patterns, general properties, etc.” (Marrades & Gutierrez, 2000). Battista and Clements (1995) claimed that students should learn the proof of any theorem by using visual material. According to Jones (2005), DGS is an important tool for students and teachers to make conjectures and control them and also understand the relationship between concepts. In addition to students, teachers can use it to teach mathematical concepts. For instance, proof is a difficult issue to be explained by using paper-pencil methods. According to Nordström's (2004) research, teachers have difficulties while explaining the formal proofs in the textbooks. For this reason, mathematics teachers should know how to use DGS. Since, DGS provides visual and it helps be turned abstract mathematical concepts into concrete (Pandiscio, 2002). Preservice elementary mathematics teachers should learn how to use DGS to improve their future students' motivation in mathematics classes. They can use these programs to take students' interest on mathematical concepts and to provide efficient learning environment. In this study, it was aimed to determine the preservice elementary mathematics teachers' algebraic proof processes by the use of dynamic geometry software. For this purpose, a course was designed in accordance to DGS. During this course participants solved algebraic problems related to algebraic proofs by using DGS for 10 weeks. During the course, participants prepared reflection papers about their proof processes and the effects of DGS to their way of proving. Moreover, the researchers had interviews selected participants about geometric and algebraic proofs with DGS. According to findings, it can be claimed that preservice elementary mathematics teachers found Dynamic Geometry Software beneficial for algebraic proof works. Moreover, their attitudes towards to proof can be changed positively with the effect of DGS.
Key Words: Algebraic proof, dynamic geometry software, geometric proof, preservice mathematics teacher, proof process.

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