The aim of this study was to determine the effect of dynamic software on prospective mathematics teachers’ perception levels regarding information and communication technology (ICT). The study was conducted to senior prospective teachers studying in a department of secondary mathematics education. The data of the study used both quantitative and qualitative research approaches have been obtained using two different tests, namely “Technology Perception Scale” and “Computer Assisted Mathematics Instruction Perception Scale”. Consequently, it has been observed in the study that learning how to use dynamic software positively affects prospective mathematics teachers’ perception levels in a statistically significant way regarding the use of technology in education. In addition, at the end of the study, almost all prospective mathematics teachers were of the opinion that mathematical software will contribute to teaching activities, and they have added that such a contribution will manifest itself in visualization, concretization and result in more effective teaching.

/pdf/the-effect-of-dynamic-software-on-prospective-mathematics-v94ikgfonj.pdf

The Effect of Dynamic Software on Prospective Mathematics Teachers' Perceptions Regarding Information and Communication Technology.

This chapter analyzes three different types of problem posing associated with geometry investigations in school mathematics, namely (a) problem posing through proving; (b) problem posing for investigation; and (c) problem posing through investigation. Mathematical investigations and problem posing which are central for activities of professional mathematicians, when integrated in school mathematics, allow teachers and students to experience meaningful mathematical activities, including the discovery of new mathematical facts when posing mathematical problems. A dynamic geometry environment (DGE) plays a special role in mathematical problem posing. I describe different types of problem posing associated with geometry investigations by using examples from a course with prospective mathematics teachers. Starting from one simple problem I invite the readers to track one particular mathematical activity in which participants arrive at least at 25 new problems through investigation in a DGE and through proving.

Problem Posing for and Through Investigations in a Dynamic Geometry Environment

http://www.scielo.org.mx/pdf/peredu/v38n152/0185-2698-peredu-38-152-00014.pdf

Reflexión sobre el significado de qué es un buen problema en la formación inicial de maestros

The aim of this chapter was to identify mathematics teachers’ conceptions of the notion of “problem posing.” The data were collected from a web-based survey, from about 150 high school mathematics teachers, followed by eight semi-structured interviews. An unexpected finding shows that more than 50% of the teachers see themselves as problem posers for their teaching. This finding is not in line with the literature, which gives the impression that not many mathematics teachers are active problem posers. In addition, we identified four types of teachers’ conceptions for “problem posing.” We found that the teachers tended to explain what problem posing meant to them in ways that would embrace their own practices. Our findings imply that most of the mathematics teachers are result-oriented—as opposed to being process-oriented—when they talk about problem posing. Moreover, many teachers who pose problems doubt the ability of their students to do so and consider problem-posing tasks inappropriate for their classrooms.

https://link.springer.com/content/pdf/10.1007%2F978-1-4614-6258-3_22.pdf

What Do High School Teachers Mean by Saying “I Pose My Own Problems”?

Strategy creativity and outcome creativity when solving open tasks: focusing on problem posing through investigations

We explored transformations that teachers made to modify geometry proof problems into investigation problems and analyzed how these transformations differ in teachers who use a dynamic geometry environment (DGE) in their classes and those who do not. We devised a framework for the analysis of problem transformations and types of teacher-generated problems. We introduce distinctions between static and dynamic transformations of geometry problems. By observing differences in the transformations the teachers made and the types of problems they produced, we suggest that teachers who use DGE in their classes develop a better understanding of geometry investigation tasks and have no difficulty in transforming proof problems into investigation discovery problems through teaching. Furthermore, we suggest that working with DGE leads to more changes in the givens of the problems and to more dynamic transformations of a problem. From the differences we found in relation to the various problems used in this study, we conclude that problem transformations are problem dependent. Finally, we argue that problem transformation is teachable but requires special training.

https://www.math.ksu.edu/~bennett/onlinehw/qcenter/modifyinggeometryproblems.pdf

Teachers modify geometry problems: from proof to investigation

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Teachers modify geometry problems: from proof to investigation