The effect of teaching transformation geometry with dynamic geometry softwares on students' learning processes

The use of technology in education started in our country in 2011 and gained speed with the FATIH project. Within the scope of the project, smart boards and tablets were distributed to secondary and high schools and it was aimed to enable teachers to use technology effectively by providing in-service training. Research shows that teachers and prospective teachers have difficulty in using technology effectively despite the trainings conducted within the scope of FATİH project. Considering the problems in integrating technology into the lesson, it is thought that there is a need for lesson plans and teaching modules that can guide teachers to gain the gains through technology to students. In this context, it is aimed to examine the effects of this module on students and teachers by preparing a course module aiming to teach translation and symmetry subjects by using smart board and dynamic geometry programs. Qualitative research methods were used in this research. The subject of the study is determined from transformation geometry. Didactical Engineering method was used for the preparation of the lesson plan, implementation and analysis. As a result, it is important that the a-didactic situations used during the course plans are from the students' lives. It is considered important to explain the use of the dot paper in the preliminary analysis. It is considered appropriate to give priority to concept naming of students. Consideration should be given to the use of concrete material at the point of lesson planning. It is normal that there is a difference between the situations planned during the course planning phase and the situations that occurred during the course of the course. For the results of the studies, it is recommended that teachers and academicians work together in the planning of the courses to be taught. It is recommended to conduct studies that will reveal the insight of teachers in observing and interpreting the lessons. It is recommended that academy and school cooperation should be made in the evaluation of similarities and differences during the a priori and a posteriori analyses. It is recommended to prepare lesson plans on different subjects, evaluate them with didactic engineering method and present sample lesson plans to prospective teachers.