The Influence of Integrating GeoGebra Software into the Educational Setting on the Affective, Behavioral, and Cognitive Aspects of Pre-Service Mathematics Teachers
This study investigates pre-service teachers’
attitudes toward mathematics and math
teaching using GeoGebra. The research employs attitudes questionnaires
to assess beliefs and explores the impact of high-tech software on educational
patterns. The study involves 80 pre-service
teachers attending GeoGebra courses at Sakhnin Academic College in
Northern Israel. Findings reveal enhanced emotional and behavioral aspects for
the majority, though cognitive improvement is
not observed uniformly. Two distinct groups emerge: one showing no
significant change (10%) and another with significant improvement (90%). The study suggests a shift toward
investigating practices for bridging theory and practice, emphasizing
the importance of collaborative work in enhancing attitudes and critical
thinking skills.
References
[1]
Assadi, N., & Hibi, W. (2020). Developing Pre-Service Teachers’ Mathematics TPACK through an Integrated Pedagogical Course. Creative Education, 11, 1890-1905.
https://doi.org/10.4236/ce.2020.1110138
[2]
Bernard, M., & Setiawan, W. (2020). Development of Geometry Analysis Using GeoGebra Scripting in Terms of Student Cognitive Capabilities. Journal of Physics: Conference Series, 1521, Article 032103. https://doi.org/10.1088/1742-6596/1521/3/032103
[3]
Beswick, K., & Fraser, S. (2019). Developing Mathematics Teachers’ 21st Century Competence for Teaching in STEM Contexts. ZDM, 51, 955-965.
https://doi.org/10.1007/s11858-019-01084-2
[4]
Cevikbas, M., & Kaiser, G. (2021). A Systematic Review on Task Design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs). Mathematics, 9, Article 399.
https://doi.org/10.3390/math9040399
[5]
Crano, W. D., & Prislin, R. (2006). Attitudes and Persuasion. Annual Review of Psychology, 57, 345-374. https://doi.org/10.1146/annurev.psych.57.102904.190034
[6]
Dorner, H., & Kumar, S. (2016). Online Collaborative Mentoring for Technology Integration in Pre-Service Teacher Education. TechTrends, 60, 48-55.
https://doi.org/10.1007/s11528-015-0016-1
[7]
Ertmer, P. A. (2005). Teacher Pedagogical Beliefs: The Final Frontier in Our Quest for Technology Integration? Educational Technology Research and Development, 53, 25-39.
https://doi.org/10.1007/BF02504683
[8]
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher Beliefs and Technology Integration Practices: A Critical Relationship. Computers and Education, 59, 423-435. https://doi.org/10.1016/j.compedu.2012.02.001
[9]
Finnegan, J. M. (2021). A Phenomenological Study of Perceived Factors Influencing Math Teachers’ Technology Self-Efficacy. Doctoral Dissertation, Liberty University.
[10]
Fitriati, F., Rosli, R., & Iksan, Z. H. (2022). Lesson Observation Practice of Mathematics Teachers through School University Partnership Mediated by Lesson Study. Creative Education, 13, 675-690. https://doi.org/10.4236/ce.2022.132042
[11]
Gigon, C. A. (2022). Ingrid R C Delange. Digital Active Methodologies for Educative Lear- ning Management, 226.
[12]
Haciomeroglu, E. S., Bu, L., Schoen, R. C., & Hohenwarter, M. (2009). Learning to Develop Mathematics Lessons with GeoGebra. MSOR Connections, 9, 24-26.
https://doi.org/10.11120/msor.2009.09020024
[13]
Hakim, S. A. (2015). Falling Short: Preparing our Preservice Secondary School Mathematics Teachers to Enhance Their Teaching with Technology. Doctoral Dissertation, Teacher’s College Press, Columbia University.
[14]
Jones, C. (2012). Networked Learning, Stepping Beyond the Net Generation and Digital Natives. In L. Dirckinck-Holmfeld, V. Hodgson, & D. McConnell (Eds.), Exploring the Theory, Pedagogy and Practice of Networked Learning (pp. 27-41). Springer.
https://doi.org/10.1007/978-1-4614-0496-5_2
[15]
Kartal, B., & Cinar, C. (2018). Examining Preservice Mathematics Teachers’ Beliefs of TPACK during a Method Course and Field Experience. Malaysian Online Journal of Educational Technology, 6, 11-37.
[16]
Kartal, B., & Cinar, C. (2022). Preservice Mathematics Teachers’ TPACK Development When They Are Teaching Polygons with GeoGebra. International Journal of Mathematical Education in Science and Technology, 1-33.
https://doi.org/10.1080/0020739X.2022.2052197
[17]
Khali, M., & Khalil, U. (2019). GeoGebra as a Scaffolding Tool for Exploring Analytic Geometry Structure and Developing Mathematical Thinking of Diverse Achievers. International Electronic Journal of Mathematics Education, 14, 427-434.
https://doi.org/10.29333/iejme/5746
[18]
Letwinsky, K. M. (2017). Examining the Relationship between Secondary Mathematics Teachers’ Self-Efficacy, Attitudes, and Use of Technology to Support Communication and Mathematics Literacy. International Journal of Research in Education and Science, 3, 56-66.
[19]
Lyublinskaya, I., & Tikhomirova, S. (2019). Preparing Elementary School Student-Teachers to Teach Geometry with GeoGebra: Comparing Outcomes for Russian and American Participants. In P. R. Richard, M. P. Vélez, & S. Van Vaerenbergh (Eds.), Technology and Psychology for Mathematics Education (pp. 170-177). Springer.
[20]
Martínez-Sevilla, á., & Alonso, S. (2022). AI and Mathematics Interaction for a New Learning Paradigm on Monumental Heritage. In P. R. Richard, M. P. Vélez, & S. Van Vaerenbergh (Eds.), Mathematics Education in the Age of Artificial Intelligence (pp. 107-136). Springer. https://doi.org/10.1007/978-3-030-86909-0_6
[21]
Mavani, B. D. (2020). A Critical Analysis of How the Potential of Dynamic Geometry Software as a Visualisation Tool May Enhance the Teaching of Mathematics. Doctoral Dissertation, Rhodes University.
[22]
McCulloch, A., Lovett, J., & Edgington, C. (2019). Designing to Provoke Disorienting Dilemmas: Transforming Preservice Teachers’ Understanding of Function Using a Vending Machine Applet. Contemporary Issues in Technology and Teacher Education, 19, 4-22.
[23]
McDonald, M., Kazemi, E., Kelley-Petersen, M., Mikolasy, K., Thompson, J., Valencia, S. W., & Windschitl, M. (2014). Practice Makes Practice: Learning to Teach in Teacher Education. Peabody Journal of Education, 89, 500-515.
https://doi.org/10.1080/0161956X.2014.938997
[24]
Olsson, J. (2019). Relations between Task Design and Students’ Utilization of GeoGebra. Digital Experiences in Mathematics Education, 5, 223-251.
https://doi.org/10.1007/s40751-019-00051-6
[25]
Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning up a Messy Construct. Review of Educational Research, 62, 307-332.
https://doi.org/10.3102/00346543062003307
[26]
Philippou, G. N., & Christou, C. (1998). The Effects of a Preparatory Mathematics Program in Changing Prospective Teachers’ Attitudes towards Mathematics. Educational Studies in Mathematics, 35, 189-206. https://doi.org/10.1023/A:1003030211453
[27]
Polly, D., Mims, C., Shepherd, C. E., & Inan, F. (2010). Evidence of Impact: Transforming Teacher Education with Preparing Tomorrow’s Teachers to Teach with Technology (PT3) Grants. Teaching and Teacher Education, 26, 863-870.
https://doi.org/10.1016/j.tate.2009.10.024
[28]
Raya-Fernández, á., & Sánchez Cruzado, C. (2022). Learning Geometry through M- Learning. In C. Fernández, S. Llinares, A. Gutiérrez, & N. Planas (Eds.), Proceedings of the 45th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, p. 393).
[29]
Ruggiero, D., & Mong, C. J. (2015). The Teacher Technology Integration Experience: Practice and Reflection in the Classroom. Journal of Information Technology Education, 14, 161-178. https://doi.org/10.28945/2227
[30]
Seifert, T. (2015). Pedagogical Applications of Smartphone Integration in Teaching: Lecturers, Pre-Service Teachers and Pupils’ Perspectives. International Journal of Mobile and Blended Learning, 7, 1-16. https://doi.org/10.4018/ijmbl.2015040101
[31]
Tamam, B., & Dasari, D. (2021). The Use of GeoGebra Software in Teaching Mathematics. Journal of Physics: Conference Series, 1882, Article 012042.
https://doi.org/10.1088/1742-6596/1882/1/012042
[32]
Teo, T., Kabakci Yurdakul, I., & Ursavas, O. F. (2016). Exploring the Digital Natives among Pre-Service Teachers in Turkey: A Cross-Cultural Validation of the Digital Native Assessment Scale. Interactive Learning Environments, 24, 1231-1244.
https://doi.org/10.1080/10494820.2014.980275
[33]
Thibaut, L., Knipprath, H., Dehaene, W., & Depaepe, F. (2018). How School Context and Personal Factors Relate to Teachers’ Attitudes toward Teaching Integrated STEM. International Journal of Technology and Design Education, 28, 631-651.
https://doi.org/10.1007/s10798-017-9416-1
[34]
Tiba, C., & Condy, J. L. (2021). Identifying Factors Influencing Pre-Service Teacher Readiness to Use Technology During Professional Practice. International Journal of Information and Communication Technology Education, 17, 149-161.
https://doi.org/10.4018/IJICTE.20210401.oa2
[35]
Tondeur, J., Van Braak, J., Sang, G., Voogt, J., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing Pre-Service Teachers to Integrate Technology in Education: A Synthesis of Qualitative Evidence. Computers and Education, 59, 134-144.
https://doi.org/10.1016/j.compedu.2011.10.009
[36]
Tunjera, N., & Chigona, A. (2020). Teacher Educators’ Appropriation of TPACK-SAMR Models for 21st Century Pre-Service Teacher Preparation. International Journal of Information and Communication Technology Education, 16, 126-140.
https://doi.org/10.4018/IJICTE.2020070110
[37]
Turner, E. E., Drake, C., McDuffie, A. R., Aguirre, J., Bartell, T. G., & Foote, M. Q. (2012). Promoting Equity in Mathematics Teacher Preparation: A Framework for Advancing Teacher Learning of Children’s Multiple Mathematics Knowledge Bases. Journal of Mathematics Teacher Education, 15, 67-82. https://doi.org/10.1007/s10857-011-9196-6
[38]
Voica, C., Singer, F. M., & Stan, E. (2020). How Are Motivation and Self-Efficacy Interacting in Problem-Solving and Problem-Posing? Educational Studies in Mathematics, 105, 487-517. https://doi.org/10.1007/s10649-020-10005-0
[39]
Wilson, M. L., Hall, J. A., & Mulder, D. J. (2022). Assessing Digital Nativeness in Pre- Service Teachers: Analysis of the Digital Natives Assessment Scale and Implications for Practice. Journal of Research on Technology in Education, 54, 249-266.
https://doi.org/10.1080/15391523.2020.1846146
[40]
Zambak, V. S., & Tyminski, A. M. (2020). Examining Mathematical Technological Knowledge of Pre-Service Middle Grades Teachers with Geometer’s Sketchpad in a Geometry Course. International Journal of Mathematical Education in Science and Technology, 51, 183-207. https://doi.org/10.1080/0020739X.2019.1650302
[41]
Ziatdinov, R., & Valles, Jr., J. R. (2022). Synthesis of Modeling, Visualization, and Programming in GeoGebra as an Effective Approach for Teaching and Learning STEM Topics. Mathematics, 10, Article 398. https://doi.org/10.3390/math10030398
