Comparison of Prospective Mathematics Teachers' Problem Posing Abilities in Paper-Pencil Test and on Dynamic Geometry Environment in Terms of Creativity

Ocal M. F., KAR T., Guler G., İPEK A. S.

REDIMAT-REVISTA DE INVESTIGACION EN DIDACTICA DE LAS MATEMATICAS, cilt.9, sa.3, ss.243-272, 2020 (ESCI) identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 9 Sayı: 3
  • Basım Tarihi: 2020
  • Doi Numarası: 10.17583/redimat.2020.3879
  • Dergi Adı: REDIMAT-REVISTA DE INVESTIGACION EN DIDACTICA DE LAS MATEMATICAS
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Educational research abstracts (ERA), ERIC (Education Resources Information Center), Directory of Open Access Journals, DIALNET
  • Sayfa Sayıları: ss.243-272
  • Anahtar Kelimeler: Problem-posing, creativity, geometry, GeoGebra, PRESERVICE TEACHERS
  • Recep Tayyip Erdoğan Üniversitesi Adresli: Evet

Özet

This study aims to investigate the similarities and differences between prospective mathematics teachers' creative thinking skills in paper-pencil test and on a Geogebra-supported environment in terms of problem-posing. This case study used purposive sampling method for determining the participants. Findings revealed that the activities carried out in the GeoGebra-supported environment were insufficient to produce creative problems, and GeoGebra's main utility to prospective teachers was in identifying their mistakes related to mathematical concepts and discrepancies among numerical values of the problems posed. The reasons for the low achievement in posing problem were discussed: These were; (i) lack of problem-posing experience, (ii) the structure of problem-posing activity, and (iii) prospective teachers' mathematical content knowledge.