A Case Study of Two Selected Teachers as They Integrated Dynamic Geometry Software as a Visualisation Tool in Teaching Geometry

Autor/inn/en	Mavani, Deepak; Mavani, Beena; Schäfer, Marc
Titel	A Case Study of Two Selected Teachers as They Integrated Dynamic Geometry Software as a Visualisation Tool in Teaching Geometry
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 22 (2018) 3, S.297-307 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mavani, Deepak) ORCID (Mavani, Beena)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2018.1522716
Schlagwörter	Case Studies; Geometry; Mathematics Instruction; Teaching Methods; Teacher Attitudes; Visualization; Foreign Countries; Faculty Development; Computer Software; Computer Assisted Instruction; Mathematics Teachers; Teacher Collaboration; Secondary School Teachers; Video Technology; South Africa + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Geometrie; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Visualisation; Visualisierung; Ausland; Computer based training; Computerunterstützter Unterricht; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrerkooperation; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This paper reports on an aspect of a larger research study conceptualised within a teacher development project in Mthatha, Eastern Cape Province. The project was initiated with the objective to develop appropriate skills to use dynamic geometry software (DGS) effectively and strategically as a teaching and learning tool for mathematics. The study reported in this paper aims specifically to ascertain how selected mathematics teachers integrated co-developed technologically aided visualisation tools in the observed lessons. The case study involved two teachers from different schools. The data sources were the classroom observations followed by stimulated reflective interviews with the teachers. The data were analysed to study the use of DGS visualisation tools in relation to Kilpatrick's framework of teaching proficiency. The lessons evidenced a displayed alignment with the elements of teaching proficiency in the context of teaching geometry. The dynamic visualisation opportunities offered by DGS proved to supplement the teaching repertoire for the participating teachers. Pedagogical practices influence the use of DGS, as evident from the lessons when the participating teachers incorporated collaboratively developed "GeoGebra" applets into their classrooms. We argue that the collaborative engagement between teachers appears to be a positive way forward in closing the gap between having access to technology and adapting it for effective use in mathematics classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01