Does the Use of Technology Make a Difference in the Geometric Cognitive Growth of Pre-Service Mathematics Teachers?

Autor/in	Stols, Gerrit
Titel	Does the Use of Technology Make a Difference in the Geometric Cognitive Growth of Pre-Service Mathematics Teachers?
Quelle	In: Australasian Journal of Educational Technology, 28 (2012) 7, S.1233-1247 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1449-5554
Schlagwörter	Logical Thinking; Educational Technology; Geometry; Geometric Concepts; Experimental Groups; Computer Software; Cognitive Development; Student Teachers; Course Content; Mathematics Teachers; Secondary School Mathematics; Secondary School Teachers; Mathematics Instruction; Technology Uses in Education; Comparative Analysis; Control Groups; Quasiexperimental Design; Foreign Countries; Intervention; Measures (Individuals); South Africa + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Geometrie; Elementare Geometrie; Kognitive Entwicklung; Lehramtsstudent; Lehramtsstudentin; Referendar; Referendarin; Kursprogramm; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Ausland; Messdaten; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigated the geometric cognitive growth of pre-service mathematics teachers in terms of the Van Hiele levels in a technology-enriched environment, as opposed to that of students in a learning environment without any technological enhancements. In order to investigate this, a quasi-experimental non-equivalent comparison group design was used. Similar course content was used for both the control and experimental groups. The students worked through a series of geometry activities and problems. The difference between the groups was that dynamic geometry software was integrated into the teaching of the experimental group. The "Cognitive Development and Achievement in Secondary School Geometry" (CDASSG) Van Hiele geometry test was used to determine all the students' level of geometric thinking before and after the course. The study found that the use of dynamic geometry software enhanced student teachers' geometric visualisation, analysis and deduction, but not their ability to informally justify their reasoning and to understand the formal aspects of deduction. (Contains 4 tables and 2 figures.) (As Provided).
Anmerkungen	Australasian Society for Computers in Learning in Tertiary Education. Ascilite Secretariat, P.O. Box 44, Figtree, NSW, Australia. Tel: +61-8-9367-1133; e-mail: info@ascilite.org.au; Web site: http://www.ascilite.org.au/ajet
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10