Teaching transformation geometry with dynamic geometry software a view from semiotic mediation perspective

One of the aims of teaching geometry is for students to discover the transformations between geometric shapes and to use geometry to explain and make sense of the physical world. Theory of semiotic mediation, which has been put into practice in mathematics teaching in recent years and is based on Vygotsky's semiotic mediation approach, is a new theory in mathematics education, organized by Bartolini Bussi and Mariotti. Teaching activities based on the theory of semiotic mediation offer students the opportunity to follow the process of making sense of geometric transformations. The aim of the research is to reveal the semiotic potential of Geogebra, one of the dynamic geometry software in the teaching of transformation geometry in 12th grades, and to investigate the signs and mathematical meanings created by 12th grade students in a task using Geogebra's semiotic potential. The research was carried out in a computer class with 12th grade students studying in a private high school affiliated to the Ministry of National Education in Bursa city center. The data obtained from 6 students in the focus group as a result of clinical interviews and a 3-week teaching experiment were analyzed within the framework theory of semiotic mediation. 12th grade students were given tasks involving translation, reflection and rotational transformations, and it was seen that Geogebra, which was chosen as an artifact, could be used as a semiotic mediation tool for the evolution of mathematical meanings, and the existence of different signs, which are the indicators of the transition to mathematical meanings created by students in the evolution process, was revealed.