The effects of teaching circle concept with dynamic mathematics software on preservice mathematics teachers achievement and thinking levels

The purpose of this study is to investigate the achievement and thinking levels of senior class preservice elementary mathematics teachers while learning the circle concept with dynamic mathematics software. The design of this study is descriptive mixed method. The quantitative data was gathered as a part of pre test- post test quasi-experimental design. However qualitative data were collected as a part of case study. Quantitative data collection instruments are the geometric thinking levels test and the geometry attitude scale developed by the researcher. Qualitative data was acquired by screen records, work sheets and semi-structured interviews. 18 senior class preservice teachers were participated in the study. At the beginning of this study Van Hiele geometric thinking test and circle achievement test was implemented as pre-test. During the 5 weeks study preservice mathematics teachers practiced the activities, which were developed by the reasearcher, by using dynamic mathematics software. In this period preservice mathematics teachers studies in computer environment was recorded by a screen record software. At the end of this 5 weeks study Van Hiele geometric thinking test and circle achievement test was administered as post-test. Additionally, semi-structured interviews were carried out with 9 preservice mathematisc teachers who were selected randomly. Quantitative data which was collected during the study was analysed by SPSS 15.0 packaged software. Due to the sample of the study is less than 50 and not distributing normally data were analysed by Wilcoxon Signed Rank Test. Findings revealed that pre-test and post-test results of pre service mathematics teachers geometry achievement and Van Hiele thinking levels has significant differences for the benefit of post tests. For determining the gain levels of preservice mathematics teachers, data from screen records were firstly codified and then analysed by semantic content anlaysis according to TTKB (2013) mathematics process proficiencies which were adapted from NCTM (2000) teaching standards. In this context data were described on the basis of prespecified 4 themes. Voice records from semi structured interviews with intent to identify the views of preservice mathematics teachers were transcripted, codified and the themes are specified. Qualitative data acquired form interviews were analysed with content analysis according to these themes.