A Case Study of Two Selected Teachers as they Integrated Dynamic Geometry Software as a Visualisation Tool in Teaching Geometry. Issue 3 (2nd September 2018)

• Record Type: Journal Article
• Authors: Mavani, Deepak; Mavani, Beena; Schäfer, Marc
• Is Part Of: African journal of research in mathematics, science and technology education. Volume 22:Issue 3(2018)
• Page Start: 297
• Page End: 307
• Publication Date: 2018-09-02
• Subjects: Visualisation -- dynamic geometric software -- teaching proficiency -- conceptual understanding; Science -- Study and teaching (Secondary) -- Africa, Southern -- Periodicals; Technology -- Study and teaching (Secondary) -- Africa, Southern -- Periodicals; Curriculum planning -- Africa, Southern -- Periodicals; Teaching -- Periodicals; Periodicals; 507.1268
• DOI: 10.1080/18117295.2018.1522716
• Languages: English
• ISSNs: 1811-7295

Abstract

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.