Helpful and Hindering Features of GeoGebra: Understanding What Affords Conceptual Understandings of Definite Integrals among Pre-Service Middle Grades Mathematics Teachers

Autor/inn/en	Bullock, Emma P.; Webster, Joseph S.; Jones, Dustin L.
Titel	Helpful and Hindering Features of GeoGebra: Understanding What Affords Conceptual Understandings of Definite Integrals among Pre-Service Middle Grades Mathematics Teachers
Quelle	In: International Journal for Technology in Mathematics Education, 28 (2021) 2, S.81-92 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Affordances; Barriers; Courseware; Technology Integration; Mathematical Concepts; Concept Formation; Calculus; Teacher Educators; Preservice Teachers; Undergraduate Students; Student Attitudes; Teacher Attitudes; Middle School Mathematics; Mathematics Instruction; Instructional Effectiveness; Usability; Texas + Suchen Sie Ihr Suchwort? Lernsoftware; Concept learning; Begriffsbildung; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Schülerverhalten; Lehrerverhalten; Mathematics lessons; Mathematikunterricht; Unterrichtserfolg
Abstract	This paper introduces the Affording Understanding Conceptual Framework as a way for mathematics teacher educators to analyze student 's perceptions of a digital math tool 's helpfulness (e.g., GeoGebra) versus the instructor's perceptions when seeking insights into how a lesson design could be improved. An example of this action research process is provided using GeoGebra to help pre-service middle grades mathematics teachers (MGMTs) develop their conceptual understandings of definite integrals. Findings showed that the pre-service MGMTs noticed four categories of what they considered to be primarily helpful features: "Ease of Use," "Pictorial Representation," "Colored," and "Slider/Dynamic Movement" types. While the pre-service MGMTs all described these as helpful, the content of their comments showed that there was a material difference in how they viewed the "Ease of Use" type from the other three suggesting ways in which the lesson could be revised to be more effective. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01